Personal practical knowledge : an attempt at bridging the gap between the curriculum-as-planned and the curriculum-as-lived
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Date
1994
Authors
Wilfong, Marie
University of Lethbridge. Faculty of Education
Journal Title
Journal ISSN
Volume Title
Publisher
Lethbridge, Alta. : University of Lethbridge, Faculty of Education, 1994
Abstract
This study is an endeavor to describe what goes on in my classroom
(curriculum-as-lived) through the process of Personal Practical Knowledge
research (PPK) .
PPK consists of the phenomenological writing of classroom
occurrences in the form of narratives. Phenomenological is defined here as
transformation from raw fieldnotes, collected in the form of a journal, to
their final transcription through several reflected editions suggested through
the writing itself, and stimulated by discussions with a faculty member.
The writing process brought insight into my teaching as it highlighted
some of the beliefs and values underscoring my practice. This sharpened
awareness assisted me in understanding what my teaching is.
Description
iv, 92 leaves ; 29 cm. --
Keywords
Teachers -- Diaries -- Authorship -- Case studies , Professional socialization -- Alberta -- Case studies