The Transformative Power of Narrative in Second Language Teacher Education

By Karen E. Johnson, Paula R. Golombek *. 2011

234 citations recorded by the source corpus.

Subfields: Education, Language and Linguistics, Literature and Literary Theory

View Paper: https://www.semanticscholar.org/paper/476aac96872457f537ce1164d8672001c8bd86bb

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Education

1. A. Pavese
2. A. Velázquez
3. Sandra María Aspiazu Vélez
4. Darío Luis Banegas
5. Gary Barkhuizen

In Language and Linguistics

1. A. Pavese
2. A. Velázquez
3. Sandra María Aspiazu Vélez
4. Darío Luis Banegas
5. Gary Barkhuizen

In Literature and Literary Theory

1. A. Pavese
2. A. Velázquez
3. Sandra María Aspiazu Vélez
4. Darío Luis Banegas
5. Gary Barkhuizen

Citations in the corpus

• Teacher professional development through collaborative action research: impact on foreign English-language teaching and learning (2013, background): “Even when we separately engaged in intrareflections, these led to verbalised inter-reflections that would feed in the former (Johnson and Golombek 2011).”
• Narrative Approaches to Exploring Language, Identity and Power in Language Teacher Education (2016, methodology): “The first narrative is analysed according to a typical content or thematic analysis approach, an approach commonly used by student teachers in teacher education programs (see Johnson and Golombek, 2011).”