A Biographical Narrative Inquiry into Teachers' Knowledge: an Intergenerational Approach

Autor/inn/en	Zhao, Hong qin; Poulson, Louise
Titel	A Biographical Narrative Inquiry into Teachers' Knowledge: an Intergenerational Approach
Quelle	In: Asia Pacific Education Review, 7 (2006) 2, S.123-132 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1598-1037
Schlagwörter	Foreign Countries; Social Change; English Instruction; Research Methodology; Educational Research; Biographical Inventories; Inquiry; Age Groups; Knowledge Base for Teaching; Personality Assessment; Self Concept; English (Second Language); China + Suchen Sie Ihr Suchwort? Ausland; Sozialer Wandel; English langauage lessons; Englischunterricht; Research method; Forschungsmethode; Bildungsforschung; Pädagogische Forschung; Biography; Biographies; Research; Biographie; Forschung; Biografieforschung; Biografische Methode; Biografisches Interview; Age grop; Altersgruppe; Teaching theory; Theory of teaching; Unterrichtstheorie; Persönlichkeitsanalyse; Selbstkonzept; English as second language; English; Second Language; Englisch als Zweitsprache
Abstract	This study is an investigation into Chinese EFL teachers' knowledge and understanding of teaching English as a foreign language within the context of a time of tremendous social change in China. In a medium-sized city, biographical narrative interviews and observation were used to three Chinese secondary EFL teachers, of three successive generations. An in-depth narrative analysis interpreting their metaphors, and constructing their life stories is employed to understand the biographical narrative data. It indicates how individual teacher's knowledge is both constrained and enabled by themselves and by the wider society they live in, and how change and continuity are intertwined in the teaching and learning practices of the three generations. This paper also addresses certain key issues in biographical narrative studies, namely subjectivity, representation, and cultural bearings, and teachers' knowledge, all of which constitute a form of pedagogy in educational research. (Author).
Anmerkungen	Education Research Institute, Seoul National University. Department of Education, 599 Kwanak-Ro, Kwanak-Gu, Seoul 151-748, South Korea. Tel: +82-2-880-5896; Fax: +82-2-889-6508; e-mail: aper2@hanmail.net; Web site: http://eri.snu.ac.kr/aper
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10