ERIC Number: EJ590526
Record Type: Journal
Publication Date: 1999
Reference Count: N/A
Parallel Stories: A Way of Contextualizing Teacher Knowledge.
Craig, Cheryl J.
Teaching and Teacher Education, v15 n4 p397-411 May 1999
Explains the evolution of the parallel stories methodology of contextualizing teacher knowledge, including substantive, theoretical, and conceptual understandings that arise from the inquiry and the implications the approach holds for teacher education programs. The paper also presents excerpts from a current publication to illustrate the contextualization of teachers' stories in ways that feature teacher knowledge development in context. (SM)
Publication Type: Journal Articles; Opinion Papers
Education Level: N/A
Authoring Institution: N/A