{"title":"从理论取向和教学实践向残疾研究的转变:两位教育家的叙事之旅","authors":"Hyun Uk Kim, Amy Ballin","doi":"10.1080/00131725.2023.2168812","DOIUrl":null,"url":null,"abstract":"Abstract In this study, two teacher educators share their educational journey using narrative inquiry. Specifically, the authors share how they learned to ground their teaching and research in disability studies, what they have learned in the field to become better teachers for their students in (special) education, and why the shift in their theoretical framework and teaching might be relevant to other educators.","PeriodicalId":46482,"journal":{"name":"EDUCATIONAL FORUM","volume":"87 1","pages":"347 - 361"},"PeriodicalIF":1.5000,"publicationDate":"2023-01-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"1","resultStr":"{\"title\":\"Making the Shift in Theoretical Orientation and Teaching Practices to Disability Studies: Two Educators’ Narrative Journey\",\"authors\":\"Hyun Uk Kim, Amy Ballin\",\"doi\":\"10.1080/00131725.2023.2168812\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"Abstract In this study, two teacher educators share their educational journey using narrative inquiry. Specifically, the authors share how they learned to ground their teaching and research in disability studies, what they have learned in the field to become better teachers for their students in (special) education, and why the shift in their theoretical framework and teaching might be relevant to other educators.\",\"PeriodicalId\":46482,\"journal\":{\"name\":\"EDUCATIONAL FORUM\",\"volume\":\"87 1\",\"pages\":\"347 - 361\"},\"PeriodicalIF\":1.5000,\"publicationDate\":\"2023-01-23\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"1\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"EDUCATIONAL FORUM\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.1080/00131725.2023.2168812\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q2\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"EDUCATIONAL FORUM","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1080/00131725.2023.2168812","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
Making the Shift in Theoretical Orientation and Teaching Practices to Disability Studies: Two Educators’ Narrative Journey
Abstract In this study, two teacher educators share their educational journey using narrative inquiry. Specifically, the authors share how they learned to ground their teaching and research in disability studies, what they have learned in the field to become better teachers for their students in (special) education, and why the shift in their theoretical framework and teaching might be relevant to other educators.
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