It takes the average reader 10 hours and 30 minutes to read Relational Teacher Development [microform] : a Quest for Meaning in the Garden of Teacher Experience by Julian D. Kitchen
Assuming a reading speed of 250 words per minute. Learn more
This narrative inquiry into teacher development focuses on my relationship with teacher-participant Bob Fitzgerald over four years of classroom observation and collaboration. I employed participant observation, dialogue with my participant, personal reflections and detailed field texts to develop an understanding of the contexts in which teachers work and teacher development as a relational process. The first part, a narrative account of my field observations, begins with an examination of the three-dimensional educational landscape of Lippincott School followed by an exploration of Bob's personal professional knowledge. Then I examine the development of our relationship as I helped Bob respond to the principal's criticisms. This section concludes with an outline of the long-term impact on Bob's practice. The initial purpose was to develop a narrative understanding of teacher knowledge and development by examining Bob's personal professional knowledge and professional knowledge landscape. Later, my purpose shifted to examining the "helping" relationship (Rogers, 1961) Bob and I developed in response to a crisis. Building on Clandinin and Connelly's "teacher as curriculum maker" (1992) and Hollingsworth, Dybdahl and Minarik's "relational knowing" (1993), I puzzled over the relational characteristics that prompted our individual and shared professional development. In the second part, these experiences are interpreted through examinations of Bob's personal practical knowledge, the principal's supervision, and our helping relationship. While all three elements were important, our helping relationship is identified as critical in directing Bob's professional development in a positive direction. Seven characteristics of our teacher development relationship are identified and examined. The final part begins with a consideration of how the relational approach to teacher development that emerged from my work with Bob has informed my practice as a teacher educator. I conclude by considering how relational teacher development might enrich teacher knowledge and development in a range of professional contexts.
Relational Teacher Development [microform] : a Quest for Meaning in the Garden of Teacher Experience by Julian D. Kitchen is 616 pages long, and a total of 157,696 words.
This makes it 208% the length of the average book. It also has 193% more words than the average book.
The average oral reading speed is 183 words per minute. This means it takes 14 hours and 21 minutes to read Relational Teacher Development [microform] : a Quest for Meaning in the Garden of Teacher Experience aloud.
Relational Teacher Development [microform] : a Quest for Meaning in the Garden of Teacher Experience is suitable for students ages 12 and up.
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