Writing as Inquiry: Storying the Teaching Self in Writing Workshops

By Freema Elbaz‐Luwisch. 2002

115 citations recorded by the source corpus.

Subfields: Clinical Psychology, Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/81f562eeda9c7b1422cad05bc542aa1a503d00a2

How researchers see this paper

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

In Clinical Psychology

1. Paulien C. Meijer
2. D. Beijaard

In Developmental and Educational Psychology

1. Paulien C. Meijer
2. N. Verloop
3. D. Beijaard
4. F. Korthagen
5. J. Pohlmann
6. A. Hoekstra
7. A. Tam
8. Vanessa Kind

In Education

1. D. Beijaard
2. Paulien C. Meijer
3. N. Verloop
4. M. Izadinia
5. F. Korthagen
6. Icy Lee
7. P. D. den Brok
8. J. Meirink

Citations in the corpus

• Reconsidering research on teachers' professional identity (2004, background): “is referred to as ‘stories to live by’, given meaning by the narrative understandings of knowledge and context Sh narrative perspective, the practice of teaching is seen as constructed when teachers tell and live out particular stories (Elbaz-Luwisch, 2002).”