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Slides from Katy Campbell's Ways of Knowing presentation at TLt 2009 in Saskatoon.
Narrative inquiry gives us a way to explore and share our understandings of the cultural community of instructional design. This session synthesizes the results of a set of research studies about instructional designers' identity development and implications for their practice. For example, most instructional designers in postsecondary education have relevant graduate credentials. However, their undergraduate degrees may vary widely. The concept of pedagogical content knowledge recognizes that disciplines differ in regard to their concepts, logical structure, truth claims, and inquiry approaches (Donald, 2002; Shulman, 1986; 1987). Thus, disciplinary background might play an important role in an instructional designer's discipline-based formation of Self, from which they may devise their purpose, or agency, and related ID strategies (c.f. Schwier, Campbell & Kenny, 2007). Together with session participants I will explore PCK, and/or ways of knowing, through the metaphors revealed in over thirty instructional design narratives.