Chinese Scholars on Western Ideas about Thinking, by Nie Tingwu (auth.), Sylvester Chen, Michael Kompf (eds.)

By Nie Tingwu (auth.), Sylvester Chen, Michael Kompf (eds.)

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Extra info for Chinese Scholars on Western Ideas about Thinking, Leadership, Reform and Development in Education

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E. (1981). A curious triangle and the double–entry note book: Or. How theory can help us teach reading and writing. In The making of meaning: Metaphor, models and maxims for writing teachers. Edited by A. Berthoff, 30–47 Montcalair. N. : Boynton/ Cook. Brubacher, J. , Cass C. , & Reagan, T. , (1994). Becoming a Reflective Educator: How to Build a culture of Inquiry in the Schools. California: Corwin Press, 131–133. Brubacher, J. , Case, C. , & Regan, T. G. (1994). Becoming a reflective educator.

In this stage, practitioners can decide what they should reflect on and how to narrate their experience. Alice Schutz (2009) stated in her lecture: Narratives are stories that are used to convey a message that can be a moral or an example, generalize a situation, invite participation and reciprocation, convey a message without blaming and be enjoyable, adaptive and accessible. In this stage, there is no evaluation and face-to-face feedback and participators are more willing to be involved into it.

Narrative gives coherence and meaning to our experience and who we are. Narratives can encourage learners to inquire into their past experiences and teaching methods. Using this technique, the reflective practitioners may be more comfortable narrating their experiences than writing in journals. In this stage, practitioners can decide what they should reflect on and how to narrate their experience. Alice Schutz (2009) stated in her lecture: Narratives are stories that are used to convey a message that can be a moral or an example, generalize a situation, invite participation and reciprocation, convey a message without blaming and be enjoyable, adaptive and accessible.

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