Literaturnachweis - Detailanzeige
| Autor/inn/en | Golombek, Paula R.; Johnson, Karen E. |
|---|---|
| Titel | Re-Conceptualizing Teachers' Narrative Inquiry as Professional Development |
| Quelle | In: PROFILE: Issues in Teachers' Professional Development, 19 (2017) 2, S.15-28 (14 Seiten)Infoseite zur Zeitschrift
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| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1657-0790 |
| Schlagwörter | Inquiry; Faculty Development; Personal Narratives; Transformative Learning; English (Second Language); College Second Language Programs; Teacher Education Programs; Learning Activities; Learning Strategies; Research Projects |
| Abstract | 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. (As Provided). |
| Anmerkungen | 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: rprofile_fchbog@unal.edu.co; Web site: http://www.revistas.unal.edu.co/index.php/profile |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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