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ERIC Number: EJ1147220
Record Type: Journal
Publication Date: 2017
Abstractor: As Provided
Re-Conceptualizing Teachers' Narrative Inquiry as Professional Development
Golombek, Paula R.; Johnson, Karen E.
PROFILE: Issues in Teachers' Professional Development, v19 n2 p15-28 Jul-Dec 2017
We offer a more nuanced characterization of teachers' narrative inquiry as professional development (Johnson & Golombek, 2002) by grounding our definition of and empirical research on teachers' narrative inquiry from a Vygotskian sociocultural theoretical perspective. Our goal is to reaffirm our belief in the educational value of teachers' narrative inquiry as "systematic exploration that is conducted "by" teachers and "for" teachers through their own stories and language" (p. 6), while empirically documenting the crucial role of teacher educators in creating mediational spaces, dialogic interactions, and pedagogical tools for teachers' narrative inquiry to flourish as professional development. It is also our goal to re-conceptualize teachers' narrative inquiry as unbounded by time and place, and as a more fluid and emerging process.
Descriptors: Inquiry, Faculty Development, Personal Narratives, Transformative Learning, English (Second Language), College Second Language Programs, Teacher Education Programs, Learning Activities, Learning Strategies, Research Projects
Universidad Nacional de Colombia. Carrera 30 No. 45-03 Ciudad Universitaria, Bogotá, Colombia. Tel: +571-3165000 Ext.16780; Fax: +571-3165000 Ext.16780 or 16773; e-mail: email@example.com; Web site: http://www.revistas.unal.edu.co/index.php/profile
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Authoring Institution: N/A
Grant or Contract Numbers: N/A