Re-conceptualizing Teachers’ Narrative Inquiry as Professional Development

We offer a more nuanced characterization of teachers’ narrative inquiry as professional development (Johnson and 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 b...

Full description

Autores:

Golombek, Paula R.
Johnson, Karen E.

Tipo de recurso:

Article of journal

Fecha de publicación:

2017

Institución:

Universidad Nacional de Colombia

Repositorio:

Universidad Nacional de Colombia

Idioma:

spa

OAI Identifier:

oai:repositorio.unal.edu.co:unal/66901

Acceso en línea:

https://repositorio.unal.edu.co/handle/unal/66901
http://bdigital.unal.edu.co/67929/

Palabra clave:

37 Educación / Education
8 Literatura y retórica / Literature
Language teacher professional development
teachers’ narrative inquiry
Vygotskian sociocultural theory
Desarrollo profesional de docentes de lenguas
indagación narrativa de los docentes
teoría sociocultural de Vygotsky

Rights

openAccess

License

Atribución-NoComercial 4.0 Internacional