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...

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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
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spelling Atribución-NoComercial 4.0 InternacionalDerechos reservados - Universidad Nacional de Colombiahttp://creativecommons.org/licenses/by-nc/4.0/info:eu-repo/semantics/openAccesshttp://purl.org/coar/access_right/c_abf2Golombek, Paula R.c5606948-e1f6-46aa-8947-f9a18ea3233f300Johnson, Karen E.0f279c54-3521-4808-81fd-d34b1b174d683002019-07-03T03:05:39Z2019-07-03T03:05:39Z2017-07-01ISSN: 2256-5760https://repositorio.unal.edu.co/handle/unal/66901http://bdigital.unal.edu.co/67929/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.Ofrecemos una caracterización más detallada del uso de las indagaciones narrativas de los docentes para su desarrollo profesional (Johnson y Golombek, 2002), para lo cual basamos nuestra definición de y la investigación empírica sobre la investigación narrativa de los docentes en la teoría sociocultural de Vygostky. Nuestro propósito consiste en reafirmar nuestra convicción acerca del valor educativo de la investigación narrativa de los docentes como una “exploración sistemática que es conducida por y para los docentes por medio de sus propios relatos y lenguaje” (p. 6). Asimismo, documentamos de manera empírica el papel crucial de los formadores de docentes para crear espacios mediacionales, las interacciones dialógicas y herramientas pedagógicas que promuevan la indagación narrativa de los docentes como forma de desarrollo profesional. También pretendemos re-conceptualizar la indagación narrativa de los docentes como un proceso sin limitantes de tiempo y espacio, y con una naturaleza fluida y emergente.application/pdfspaUniversidad Nacional de Colombia - Sede Bogotá - Facultad de Ciencias Humanas - Departamento de Lenguas Extranjeras - Grupo de Investigación PROFILEhttps://revistas.unal.edu.co/index.php/profile/article/view/65692Universidad Nacional de Colombia Revistas electrónicas UN PROFILE Issues in Teachers' Professional DevelopmentPROFILE Issues in Teachers' Professional DevelopmentGolombek, Paula R. and Johnson, Karen E. (2017) Re-conceptualizing Teachers’ Narrative Inquiry as Professional Development. Profile: Issues in Teachers´ Professional Development, 19 (2). pp. 15-28. ISSN 2256-576037 Educación / Education8 Literatura y retórica / LiteratureLanguage teacher professional developmentteachers’ narrative inquiryVygotskian sociocultural theoryDesarrollo profesional de docentes de lenguasindagación narrativa de los docentesteoría sociocultural de VygotskyRe-conceptualizing Teachers’ Narrative Inquiry as Professional DevelopmentArtículo de revistainfo:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionhttp://purl.org/coar/resource_type/c_6501http://purl.org/coar/resource_type/c_2df8fbb1http://purl.org/coar/version/c_970fb48d4fbd8a85Texthttp://purl.org/redcol/resource_type/ARTORIGINAL65692-338063-1-PB.pdfapplication/pdf211654https://repositorio.unal.edu.co/bitstream/unal/66901/1/65692-338063-1-PB.pdff6fc007eede7e538296c1d1284728a23MD51THUMBNAIL65692-338063-1-PB.pdf.jpg65692-338063-1-PB.pdf.jpgGenerated Thumbnailimage/jpeg7410https://repositorio.unal.edu.co/bitstream/unal/66901/2/65692-338063-1-PB.pdf.jpgab10dbb086fa8b88c0e0fd19e7cd8a79MD52unal/66901oai:repositorio.unal.edu.co:unal/669012024-05-18 23:08:50.676Repositorio Institucional Universidad Nacional de Colombiarepositorio_nal@unal.edu.co
dc.title.spa.fl_str_mv Re-conceptualizing Teachers’ Narrative Inquiry as Professional Development
title Re-conceptualizing Teachers’ Narrative Inquiry as Professional Development
spellingShingle Re-conceptualizing Teachers’ Narrative Inquiry as Professional Development
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
title_short 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_sort Re-conceptualizing Teachers’ Narrative Inquiry as Professional Development
dc.creator.fl_str_mv Golombek, Paula R.
Johnson, Karen E.
dc.contributor.author.spa.fl_str_mv Golombek, Paula R.
Johnson, Karen E.
dc.subject.ddc.spa.fl_str_mv 37 Educación / Education
8 Literatura y retórica / Literature
topic 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
dc.subject.proposal.spa.fl_str_mv 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
description 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.
publishDate 2017
dc.date.issued.spa.fl_str_mv 2017-07-01
dc.date.accessioned.spa.fl_str_mv 2019-07-03T03:05:39Z
dc.date.available.spa.fl_str_mv 2019-07-03T03:05:39Z
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dc.identifier.issn.spa.fl_str_mv ISSN: 2256-5760
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identifier_str_mv ISSN: 2256-5760
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dc.relation.spa.fl_str_mv https://revistas.unal.edu.co/index.php/profile/article/view/65692
dc.relation.ispartof.spa.fl_str_mv Universidad Nacional de Colombia Revistas electrónicas UN PROFILE Issues in Teachers' Professional Development
PROFILE Issues in Teachers' Professional Development
dc.relation.references.spa.fl_str_mv Golombek, Paula R. and Johnson, Karen E. (2017) Re-conceptualizing Teachers’ Narrative Inquiry as Professional Development. Profile: Issues in Teachers´ Professional Development, 19 (2). pp. 15-28. ISSN 2256-5760
dc.rights.spa.fl_str_mv Derechos reservados - Universidad Nacional de Colombia
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dc.rights.license.spa.fl_str_mv Atribución-NoComercial 4.0 Internacional
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dc.rights.accessrights.spa.fl_str_mv info:eu-repo/semantics/openAccess
rights_invalid_str_mv Atribución-NoComercial 4.0 Internacional
Derechos reservados - Universidad Nacional de Colombia
http://creativecommons.org/licenses/by-nc/4.0/
http://purl.org/coar/access_right/c_abf2
eu_rights_str_mv openAccess
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dc.publisher.spa.fl_str_mv Universidad Nacional de Colombia - Sede Bogotá - Facultad de Ciencias Humanas - Departamento de Lenguas Extranjeras - Grupo de Investigación PROFILE
institution Universidad Nacional de Colombia
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