The curriculum of humankind: a writing-interpretive inquiry on what it means to be a teacher and a human being

dc.contributor.author	Deally, Philip
dc.contributor.supervisor	Assoc. Prof. Peter Charles Taylor
dc.date.accessioned	2017-01-30T09:59:00Z
dc.date.available	2017-01-30T09:59:00Z
dc.date.created	2014-07-28T05:43:46Z
dc.date.issued	2013
dc.identifier.uri	http://hdl.handle.net/20.500.11937/1120
dc.description.abstract	My objective was to interpret who we are as teachers - how a life is also a teaching life. Auto-ethnography is ‘used’ as the facilitator of reflexive disclosure. I adopt a poly-vocal position within a diachronic structure to discuss teaching.My experiences provide a multi-layered perspective in exploring the self, as a locus inquirer. Emerging themes highlight implications for teacher development, pre-service study, public consideration and the self in the context of collective meaning.
dc.language	en
dc.publisher	Curtin University
dc.title	The curriculum of humankind: a writing-interpretive inquiry on what it means to be a teacher and a human being
dc.type	Thesis
dcterms.educationLevel	PhD
curtin.department	Science and Mathematics Education Centre
curtin.accessStatus	Open access