Re-conceptualizing Teachers’ Narrative Inquiry as Professional Development
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...
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| Format: | Article |
| Language: | English |
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Universidad Nacional de Colombia
2017-07-01
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| Series: | Profile: Issues in Teachers' Professional Development |
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| Online Access: | http://revistas.unal.edu.co/index.php/profile/article/view/65692 |
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| author | Paula R. Golombek Karen E. Johnson |
| author_facet | Paula R. Golombek Karen E. Johnson |
| author_sort | Paula R. Golombek |
| collection | DOAJ |
| description | 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. |
| format | Article |
| id | doaj-art-5f9b17ebafcf41d48b3a27a8eed85f8e |
| institution | Kabale University |
| issn | 1657-0790 |
| language | English |
| publishDate | 2017-07-01 |
| publisher | Universidad Nacional de Colombia |
| record_format | Article |
| series | Profile: Issues in Teachers' Professional Development |
| spelling | doaj-art-5f9b17ebafcf41d48b3a27a8eed85f8e2025-08-20T03:34:56ZengUniversidad Nacional de ColombiaProfile: Issues in Teachers' Professional Development1657-07902017-07-01192152810.15446/profile.v19n2.65692Re-conceptualizing Teachers’ Narrative Inquiry as Professional DevelopmentPaula R. Golombek0Karen E. Johnson1University of FloridaThe Pennsylvania State UniversityWe 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.http://revistas.unal.edu.co/index.php/profile/article/view/65692Language teacher professional developmentteachers’ narrative inquiryVygotskian sociocultural theory |
| spellingShingle | Paula R. Golombek Karen E. Johnson Re-conceptualizing Teachers’ Narrative Inquiry as Professional Development Profile: Issues in Teachers' Professional Development Language teacher professional development teachers’ narrative inquiry Vygotskian sociocultural theory |
| title | Re-conceptualizing Teachers’ Narrative Inquiry as Professional Development |
| title_full | Re-conceptualizing Teachers’ Narrative Inquiry as Professional Development |
| title_fullStr | Re-conceptualizing Teachers’ Narrative Inquiry as Professional Development |
| title_full_unstemmed | Re-conceptualizing Teachers’ Narrative Inquiry as Professional Development |
| title_short | Re-conceptualizing Teachers’ Narrative Inquiry as Professional Development |
| title_sort | re conceptualizing teachers narrative inquiry as professional development |
| topic | Language teacher professional development teachers’ narrative inquiry Vygotskian sociocultural theory |
| url | http://revistas.unal.edu.co/index.php/profile/article/view/65692 |
| work_keys_str_mv | AT paulargolombek reconceptualizingteachersnarrativeinquiryasprofessionaldevelopment AT karenejohnson reconceptualizingteachersnarrativeinquiryasprofessionaldevelopment |