Narrative inquiry: A dynamic relationship between culture, language and education

Narrative inquiry: A dynamic relationship between culture, language and education

• Chan, Yim Mei Esther The Education University of Hong Kong

Australian Journal of Teacher Education, 42(6), 22-34, 2017

Social Science Press

2017

• F 教與學
  • FA 一般教學方法、各種施教方法
• F 教與學
  • FE 教學語文、雙 / 多語教學、雙語問題、雙語分流教學計劃、語言混雜及轉換

• Hong Kong

• 1997.7 onwards

• 未指定或無法歸類

Human development is a cultural process, and language serves as a cultural tool is closely related to virtually all the cognitive changes. The author addresses issues of language in education, and suggests that changing the medium of instruction should not be understood as purely a pedagogical decision. The connection between culture and language is examined for understanding why Hong Kong Chinese learners are stereotyped as passive learners. Through exploring personal experience with a student teacher, the author exemplifies how narrative inquiry is found to be a pragmatic approach to support teachers to become reflective thinkers. This study argues that narrative methods can serve as pedagogical strategies in teacher education since narrative can help both teachers and learners reflect on, question, and learn from their storied experiences.
[Copyright © 2017 Edith Cowan University.]

• 英文

期刊論文

• 03135373
• 1835517X

https://bibliography.lib.eduhk.hk/tc/bibs/7a031f9b

2017-09-08