Recurrent restorying through language teacher narrative inquiry
نویسندگان
چکیده
We propose a novel methodology for analyzing language teacher narrative inquiry: recurrent restorying, teachers engaging in analysis and re-storying of their own previously storied learning-to-teach experiences, concepts, self-understandings as unbounded by time place. In inquiry is tool-and-result activity (Vygotsky, 1978) that the variously experiences within education program are data, themselves data analysts who trace professional development. present two preservice teachers’ return to an MA TESL work through process restorying conceptual development teachers. argue has dual transformative powers; it maximizes internalization (the which social relations cultural artifacts take on psychological status individuals) allowing how external forms interaction serve source internalized tools thinking; concretizes mediational role engagement plays enabling articulate (person) teaching (activity).
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ژورنال
عنوان ژورنال: System
سال: 2021
ISSN: ['0346-251X', '1879-3282']
DOI: https://doi.org/10.1016/j.system.2021.102601