The rationality of narrative inquiry in research and professional development

European Journal of Teacher Education

Volumn 24, Issue 1, 2001, Pages 21-33

  Conle, Carola ^a  

^a OISE/UT   (Canada)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 84917106412     PISSN: 02619768     EISSN: 14695928     Source Type: Journal    
DOI: 10.1080/02619760120055862     Document Type: Article

References (51)

1. AMÉRY, J., 1977. “ Jenseits von Schuld und Sühne. Bewältigungsversuche eines Überwältigten (Stuttgard, J.G. Cotta'sche Buchhandlung Nachfolger GmbH) ”. In English: At the Mind's Limits: contemplations by a survivor on Auschwitz and its realities, Bloomington, IN: Indiana University Press.
2. BELL, J., 1997. Literacy, Culture and Identity, New York: Peter Lang.
3. BRELOER, H., 1984. Geheime Welten. Deutsche Tagebücher aus den Jahren 1939 bis 1947, Köln: Verlagsgesellschaft Schulfernsehen.
4. BRUM, A., HEUBERGER, R., LEVY, M., STASQEWSKI, N., and VOLKERSEN, D., 1995. Ich bin, ivas ich bin, ein Jude. Jüdische Kinder in Deutschland erzählen, Köln: Verlag Kiepenheuer & Witsch.
5. BRUMLIK, M., 1998. Zuhause, keine Heimat? Junge Juden und ihre Zukunft in Deutschland, Gerungen: Bleicher Verlag.
6. CONLE, C., 1992. Language, experience and negotiation. Curriculum Inquiry, 22(2): 162–190.
7. CONLE, C., 1993. “ Learning culture and embracing contraries: narrative inquiry through stories of acculturation ”. Toronto: University of Toronto. Unpublished doctoral dissertation
8. CONLE, C., 1996. Resonance in pre-service teacher inquiry. American Educational Research Journal, 33(2): 297–325.
9. CONLE, C., 1997a. Between fact and fiction: dialogue within encounters of difference. Educational Theory, 47(2): 181–201.
10. CONLE, C., 1997b. Community, reflection and the shared governance of schools. Teaching and Teacher Education, 13(2): 137–152.
11. CONLE, C., 1997c. Images of change in narrative inquiry. Teachers and Teaching: Theory and Practice, 3(2): 205–219.
12. CONLE, C., 1999. Why narrative? Which narrative? Our struggle with time and place in teacher education. Curriculum Inquiry, 29(1): 7–33.
13. CONLE, C., 2000a. Narrative inquiry: research tool and medium for professional development. European Journal of Teacher Education, 23(1): 49–63.
14. CONLE, C., 2000b. Thesis as narrative or 'What is the inquiry in narrative inquiry?'. Curriculum Inquiry, 30(2): 189–214.
15. CONLE, C., LOUDEN, W., and MILDON, D., 1998. “ Tensions and intentions: joint selfstudy in higher education ”. In Reconceptualizing Teacher Research as Self-Study, Edited by: HAMILTON, M-L., London & New York: palmer Press.
16. CONLE, C., BLANCHARD, D., BURTON, K., HIGGINS, A., KELLY, M., SULLIVAN, L., and TAN, J., 2000. The asset of cultural pluralism: an account of cross-cultural learning in teacher education. Teaching and Teacher Education, 16(3): 365–387.
17. CONNELLY, M., and CLANDININ, J., 1990. Stories of experience and narrative inquiry. Educational Researcher, 14(5): 2–14.
18. CONNELLY, M., and CLANDININ, J., 1994. “ Personal experience methods ”. In Handbook of Qualitative Research, Edited by: DENZIN, N., and LINCOLN, Y., London: Sage.
19. CRITES, S., 1971. The narrative quality of experience. Journal of the American Academy of Religion, 39(3): 391–411.
20. CRITES, S., 1979. The aesthetics of self-deception. Soundings, 62: 107–129.
21. DENZIN, N., and LINCOLN, Y., eds. 1994. Handbook of Qualitative Research, London: Sage.
22. DERTINGER, A., 1997. Heldentöchter, Bonn: Verlag J.H.W. Dietz Nachfolger GmbH.
23. DEUTSCHKRON, I., 1997. Mein Leben nach dem Überleben, München: Deutscher Taschenbuch Verlag GmbH & Co. KG.
24. DUNNE, M., 1998. “ Seeking the centre, leading by heart: bringing voice and visibility to the feminine spirituality within the structures of Catholic education in Newfoundland ”. Toronto: University of Toronto. Unpublished doctoral dissertation
25. FENSTERMACHER, G., 1994. The knower and the known: the nature of knowledge in research on teaching. Review of Research in Education, 20: 3–56.
26. FOGELMAN, E., 1998. Wir waren keine Helden. Lebensretter im Angesicht des Holocaust. Motive, Geschichten, Hintergründe, Frankfurt am Main: Deutscher Taschenbuch Verlag GmbH & Co. KG.
27. GADAMER, H-G., 1960. Wahrheit und Methode, Tübingen: J.C.B. Mohr.
28. HABERMAS, J., 1981a. Theorie des Kommunikativen Handeins, Band I, Frankfurt am Main: Suhrkamp Verlag.
29. HABERMAS, J., 1981b. Theorie des Kommunikativen Handelns, Band II, Frankfurt am Main: Suhrkamp Verlag.
30. HABERMAS, J., 1984. The Theory of Communicative Action, Volume One: reason and the rationalization of society, Boston, MA: Beacon Press.
31. HABERMAS, J., 1985. Die neue Unübersichtlichkeit. Kleine politische Schriften V, Frankfurt am Main: Suhrkamp Verlag.
32. HABERMAS, J., 1987a. The Theory of Communicative Action, Volume two: lifeiuorld and system: a critique of functional reason, Boston, MA: Beacon Press.
33. HABERMAS, J., 1987b. “ Modernity--an incomplete project ”. In Interpretive Social Science: a second look, Edited by: RABINOW, P., and SULLIVAN, W., 141–156. Cambridge, MA: MIT Press.
34. HE, M.F., 1998. “ Professional knowledge landscapes: three Chinese women teachers' enculturation and acculturation processes in China and Canada ”. Toronto: University of Toronto. Unpublished PhD thesis
35. HONNETH, A., 1995. The Fragmented World of the Social: essays in social and political philosophy, Edited by: WRIGHT, C.W., Albany, NY: State University of New York Press.
36. HOY, D., and MCCARTHY, T., 1994. Critical Theory, Oxford, UK & Cambridge, MA: Blackwell.
37. JÜRGENS, F.J., 1997. Wir waren ja eigentlich Deutsche: Juden berichten von Emigration und Rückkehr, Berlin: Aufbau Taschenbuch Verlag GmbH.
38. KLEINDIENST, J., ed. 1999. Nachknegs-Kinder: Kindheit in Deutschland 1945-1950. 67 Geschichten und Berichte von Zeuseugen, Berlin: JKL Publikationen GmbH.
39. KLEMPERER, V., 1975. Victor Klemperer LTI, Leipzig: Reclam Verlag.
40. LANGER, F., 1999. Miecius später Bericht: Eine Jugend zwischen Getto und Theresienstadt, Göttingen: Lamuv Verlag Gmbh.
41. LEES, J., 1993. “ Educators and computers: visions and images ”. Toronto: University of Toronto. Unpublished doctoral dissertation
42. Li, X., 1991. “ Moments of improvisation in my life experience ”. Toronto: University of Toronto. Unpublished Masters thesis
43. MACINTYRE, A., 1981/1984. After Virtue: a study in moral theory, Notre Dame, IN: University of Notre Dame Press.
44. MACK, M-I., 1988. Warum ich Azaleen liebe: Erinnerungen an meine Fahrten zur Plantage des Konzentrationslagers Dachau von Mai 1944 bis April 1945, St. Ottilien: EOS Verlag Erzabtei.
45. MANNHEIMER, M., 2000. Spätes Tagebuch: Theresienstadt-Auschwitz-Warschau-Dachau, Zürich: Pendo Verlag AG.
46. MULLEN, C., 1994. A narrative exploration of the self I dream. Journal of Curriculum Studies, 26(3): 253–263.
47. PEREL, S., 1993. Ich war Hitlerjunge Salomon, Berlin: Nicolaische Verlagsbuchhandlung Berermann GmbH.
48. PHILLIPS, D.C., 1994. Telling it straight: issues in assessing narrative research. Educational Psychologist, 29(1): 13–21.
49. POLKINGHORNE, D.E., 1988. Narrative Knowing and the Human Sciences, New York: State University of New York Press.
50. SCHNEIDER, R.C., 2000. Wir sind da! Die Geschichte der Juden in Deutschland von 1945 bis heute, Mðnchen: Econ Ullstein List Verlag GmbH & Co. KG.
51. SEMPRUN, J., and WIESEL, E., 1997. Schweigen ist unmäglich, Frankfurt am Main: Suhrkamp Verlag.