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Narrative as unit of analysis for teaching-learning praxis and action - Tracing the personal growth of a professional voice
Umeå University, Faculty of Science and Technology, Umeå Mathematics Education Research Centre (UMERC). Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.
2011 (English)In: Reflective Practice, ISSN 1462-3943, E-ISSN 1470-1103, Vol. 12, no 1, 35-45 p.Article in journal (Refereed) Published
Abstract [en]

Nurtured as a teacher and mentored as a mathematics education researcher, the reflective voice of a teacher‐researcher‐educator is portrayed in this paper. While drawing upon experience of creating teaching‐learning environments, the author outlines the growth of praxis within her practice. She then outlines her coming upon narrative as a deployable unit of analysis with which to grasp teaching‐learning practice. With narrative inquiry as strategy, she finally outlines examples of educational action research she is able to conduct. She argues in favour of empowering the praxis of teachers, recognising their language of practice and urges us to listen to their individual voice.

Place, publisher, year, edition, pages
London: Routledge , 2011. Vol. 12, no 1, 35-45 p.
Keyword [en]
practice, praxis, narrative as unit of analysis, action research, teacher’s voice
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URN: urn:nbn:se:umu:diva-36543DOI: 10.1080/14623943.2011.541092OAI: diva2:354645
Narrative inquiry of students learning mathematics at grade sixDevelopment of students' communication at a grade four mathematics classroomDiscourse in a mathematics classroom at the gymnasium
Available from: 2010-10-04 Created: 2010-10-04 Last updated: 2014-09-09

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Gade, Sharada
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Umeå Mathematics Education Research Centre (UMERC)Department of Science and Mathematics Education
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