Teachers’ mo(u)rning stories: A living narrative inquiry into teachers’ identities on emergent high school inquiry landscapes

• Main Author: Riffel, Kevin
• Other Authors: McVittie, Janet, Murphy, Shaun, Aikenhead, Glen
• Format: Thesis
• Language: English
• Published: University of Saskatchewan 2013
• Subjects: science education; narrative inquiry; inquiry; curriculum renewal; assessment; identity; teacher identity; decolonizing; scientific literacy; complexity; complexity science; borderland; agency; narrative diversity; contextualized inquiry experience; stories to relive with; mo(u)rning stories; holistic; humanistic; wished-we-could-enact identities; emergence; deformalizations; professional development; reductionism; modernity; positivism; coming to knowing; post-modern; postmodern; Indigenous; First Nations; ontology; lived experience; narrative coherence; complexity reduction; artifacting; assessment making experiences; curriculum making experiences; assessment as a relationship; liminality; liminal; assessment for learning; assessment for inquiry’; Dewey
• Online Access: http://hdl.handle.net/10388/ETD-2013-08-1154

This particular telling and retelling from a living narrative inquiry (Clandinin & Connelly, 2000) into the early experiences of three high school science teachers – Beth, Joel, and Christina – explores the emergent inquiry landscapes constructed as we implemented a renewed, decolonizing, scienc...