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

Description
Summary:	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 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.

Re-conceptualizing Teachers’ Narrative Inquiry as Professional Development

Publicaciones similares