Now and then,in and out of the classroom: Teachers learning to teach through the experiences of their living curricula |
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| Institution: | 2. Rehabilitation Care Services, VA Puget Sound Health Care System, Seattle;3. Department of Rehabilitation Medicine, University of Washington, Seattle;4. Center for Healthcare Organization and Implementation Research, VA Boston Health Care System, Boston;1. Division of Neurology, Department of Medicine, University of South Carolina School of Medicine, Greenville, SC, United States;2. Department of Radiology, University of South Carolina School of Medicine, Greenville, SC, United States;3. Southeastern Neurosurgery and Spine Institute, University of South Carolina School of Medicine, Greenville, SC, United States |
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| Abstract: | How, when, and where do teachers learn to teach? Guided by this question, this article examines the relationships between teachers' living and teaching experiences. Through narrative inquiry, it stories “curricular currents” of three teachers from different teaching contexts, noting the continuity, interaction, and place of the experiences that comprise these currents. It argues that these teachers have learned to teach through their “living curricula,” across all times and places of their lives, not just classroom moments. It concludes by charging teacher education to attend closely to teachers' exploration and analysis of their lives' experiences, in and out of classrooms. |
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| Keywords: | Teachers Curriculum Experience Narrative inquiry Teacher education |
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