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dc.contributor.supervisor Hasebe-Ludt, Erika Adserballe, Connie L University of Lethbridge. Faculty of Education 2012-10-12T18:06:15Z 2012-10-12T18:06:15Z 2012
dc.description viii, 53 leaves ; 29 cm en_US
dc.description.abstract THIS ITEM HAS BEEN REMOVED AT THE REQUEST OF THE AUTHOR. This graduate project, Life Writing as Truth-Telling: A Reflection of One Teacher’s Practice researches the author’s own teaching practice using narrative inquiry and autobiographical writing as qualitative research praxis. Through observation notes, journal writing, memoir, poetry, and prose, the author seeks to know how her practice has been informed, what stories need to be told and why it is important to tell them. Using Schön’s (1983) theory of reflective practice as a framework, and van Manen’s (1990) approach to qualitative research methodology in education, the lived experience of teaching is considered. The project findings reveal the difficulty of contemporary classrooms and consider the importance of providing opportunities for students to express themselves through new and multiple literacies such as creative art projects, performance, and life writing to promote healing and empathy in these troubled times. As well, the impact of mentorship and sharing through story telling is explored as a way to create a place of belonging. en_US
dc.language.iso en_US en_US
dc.publisher Lethbridge, Alta. : University of Lethbridge, Faculty of Education, c2012 en_US
dc.relation.ispartofseries Project (University of Lethbridge. Faculty of Education) en_US
dc.subject Reflective teaching en_US
dc.subject Teachers -- Self rating of en_US
dc.subject Self-evaluation en_US
dc.subject Autobiographical memory en_US
dc.title Life writing as truth-telling : a reflection of one teacher's practice en_US
dc.type Project en_US
dc.publisher.faculty Education en_US Masters

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