Reading Outside the Classroom for the Life Inside is a study that
explored teachers' personal practical knowledge concerning the reading
that teachers did outside of the classroom for the curriculum-making
they do inside. The stories of professional reading experiences that
were collected told of the reading that was being done in relation to
the social contexts which existed for each participant within their
school environments. A narrative inquiry framework was used. Through the
participants' stories of experience (Connelly & Clandinin), images that
participants held of themselves as readers on the professional knowledge
landscape (Clandinin & Connelly) concerning the reading they did to
inform their curriculum-making in the classroom with their students in
that particular time and place were revealed. Using Craig's "telling
stories" approach to narrative inquiry and the interpretive strategies
of Clandinin and Connelly's method of writing teacher stories and
stories or teachers, sets of stories were created. It is revealed
whether each participant encountered sacred stories (Craig; Crites;
Olson & Craig) or told of cover stories (Clandinin & Connelly; Craig;
Crites).