Dialogic Restorying: A Novel Methodology for Provoking Second Language Teacher Development Across the Career Span

Grounded in Vygotskian sociocultural theory, we propose a novel methodology for second language teacher cognition research called dialogic restorying. We exemplify this methodological innovation by presenting qualitative longitudinal project which prompted L2 teachers to revisit and restory what Veresov (2017) calls “dramatic moments” extracted from reflections they wrote throughout their learning-to-teach experiences 2-year MA TESL program (see Johnson, Verity, & Childs, 2020; 2023). These practicing engaged restorying with the interviewer reflecting on importance of these dramatic moments continuing influence how orient teaching current instructional contexts two three years after graduation. Mutual engagement not only allowed access into teachers’ perceptions significance but also opened up potential interviews be meaningful encounters that continued have developmental value teacher-participants. contend yields important insights trajectories while bringing surface recognizing mediational can, our perspective, should participants investigations development across career span.