Seminario Internacional : Profesión docente y educación continua en América Latina : aprendizajes y desafíos

50 SEMINARIO INTERNACIONAL PROFESIÓN DOCENTE Y EDUCACIÓN CONTINUA EN AMÉRICA LATINA: APRENDIZAJES Y DESAFÍOS Referencias Arendt, H. (2000). El orgullo de pensar. Barcelona: Gedisa. Biesta, G. J. J. (2017). El bello riesgo de educar. Madrid: SM. Chou, M-J.,Tu, Y.C. y Huang, K.P. (2013). Confucianism and character education: a Chinese view. The Social Science Journal, 9 (2), 59-66. Clandinin, D. J. (1993). Learning to collaborate at the university: finding our place with each other. En D.J. Clandinin, et al. (Eds). Learning to teach, teaching to learn (pp. 177-186). Nueva York: Tea- chers College Press. Clandinin, D. J. y Connelly, F. M. (2004). Knowledge, narrative, and self-study. En J. Loughran, M. Hamilton, V. LaBoskey y T. Russell (Eds). International handbook of self-study of teaching and teacher education practices (pp. 575-600). Boston: Kluwer Academic Publishing. Clandinin, D. J., y Connelly, F. M. (1996). Teachers’ Professional Knowledge Landscapes: Teacher Stories. Stories of Teachers. School Stories. Stories of Schools. Educational Researcher, 25(3), 24-30. Contreras Domingo, J. y Quiles-Fernández, E. (2017). Introducción. Vivir y profundizar experien- cias de enseñanza desde una perspectiva narrativa. En J. Contreras Domingo (Coord.) Enseñar tejiendo relaciones (pp.19-33). Barcelona: Morata. Contreras, J. y Pérez de Lara, N. (2010). Investigar la experiencia educativa. Madrid: Morata. Dewey, J. (1969). Experiencia y educación . Buenos Aires: Losada. Greene, M. (2000). Releasing the Imagination: Essays on Education, the Arts, and Social Change. San Francisco: Jossey-Bass. Kitchen, D., Parker, C. y Pushor, D. (2011). Narrative inquiries into curriculum making in teacher education . Bingley: Emerald. Metzger, M. (2009). Writing for your life. A guide and companion to the inner worlds . New York: Harper Collins. Morris, D. B. (2002). Narrative, ethics and pain: Thinking with stories. En R. Charon y M. Montello (Eds.), Stories matter: The role of narrative in medical ethics (pp. 196-218). New York: Routledge. Quiles-Fernández, E. (2016). Cuidar la relación: el sentido de la experiencia educativa. Una inves - tigación narrativa. Tesis doctoral. Universidad de Barcelona. Rivera, M. M. (2012). El amor es el signo. Educar como educan las madres. Madrid: Sabina Editorial. Steeves, P., Huber, J., Caine, V. y Huber, M. (2013). Narrative Inquiry as Pedagogy in Education: The Extraordinary Potential of Living, Telling, Retelling, and Reliving Stories of Experience. Re - view of Research in Education, 37(1), 212. Doi: 10.3102/0091732X12458885. Zamboni, C. (2009). Pensare in presenza. Conversazioni, luoghi, improvvisazioni. Nápoles: Liguori.

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