| This study explored teachers' personal practical knowledge concerning the reading that teachers do outside of the classroom for their curriculum-making inside. Two elementary teachers and one school librarian were the participants. Their stories of professional reading experiences that were collected told of the reading that was being done in relation to the social contexts that existed for each within their school environments.;Using Craig's (1997) "telling stories" approach to narrative inquiry and the interpretive strategies of Connelly and Clandinin's (1990) techniques of broadening, burrowing, and restorying, two sets of stories were created for each participant. Also, Clandinin and Connelly's (1996) method of writing teacher stories and stories of teachers was followed where the context of teachers' professional reading was made evident in the story of teacher by placing the teacher's story on the professional knowledge landscape.;Concluding the teacher story and the story of teacher for each participant, a section for contextualizing the set of stories followed. By bringing the two stories together in context, the researcher was able to discuss whether each participant encountered sacred stories (Craig, 2003; Crites, 1971, 1979; Olson & Craig, 2005) and elected to tell of cover stories (Clandinin & Connelly, 1996; Craig, 2003; Crites, 1979) on her professional knowledge landscape concerning her professional reading.;Finally, to further learn about teachers' professional reading the recognition of the need to become a part of a knowledge community (Olson & Craig, 2001) with teachers who discuss their reading is considered. Additional research questions were contemplated that would fill in the gap in certain areas that this study did not address.;A narrative inquiry framework developed by Clandinin and Connelly (2000) following Dewey's work (1938) was used. It consisted of the interaction of the personal and the social, continuity, and notion of place. Interviews were conducted concerning job-related reading. Through stories of experience (Connelly & Clandinin, 1990), images that participants held of themselves as readers on the professional knowledge landscape (Clandinin & Connelly, 1995) concerning the reading that they did to inform their curriculum-making in the classroom with their students in that time and that place were revealed. |
