“Not a Thing but a Doing”: Reconsidering Teacher Knowledge through Diffractive Storytelling
This project is framed by a dilemma: representations of teaching practice are critical in teacher education, and yet the representations we rely on dangerously oversimplify teaching. My central questions emerge from this dilemma. In telling stories about teaching, how messy can the story be before...
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| Language: | en_US |
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University of Oregon
2015
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| Online Access: | http://hdl.handle.net/1794/19229 |