Teachers' Narrative Inquiry as Professional Development

By Karen E. Johnson, Paula R. Golombek *. 2002

410 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/b00c157c7fe53788aef8a4586f787786163c71bb

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Citations in the corpus

Theorizing and Studying the Language-Teaching Mind: Mapping Research on Language Teacher Cognition (2015, background): “Research on language teachers’ personal practical knowledge (e.g., Golombek, 1998) and narrative studies (e.g., Johnson & Golombek, 2002) are examples of how constructs from educational research more broadly—as in the case of personal practical knowledge from Elbaz (1983) or narrative studies from…”
Narrative inquiry as a mediational space: examining emotional and cognitive dissonance in second‐language teachers' development (2004, background): “(Johnson & Golombek, 2002, p. 48) Lynne’s narrative inquiry is a narrative of explanation (Polkinghorne, 1988) in which she reconstructs her teaching experiences by ‘restorying’ (Connelly & Clandinin, 1991) them.”
Becoming researchers: A narrative study of Chinese university EFL teachers’ research practice and their professional identity construction (2014, background): “In TESOL, the past decade has witnessed a surge in empirical narrative research (Barkhuizen, 2009; Johnson & Golombek, 2002; Tsui, 2007; Y. Xu & Liu, 2009).”
Informing and transforming language teacher education pedagogy (2018, background): “…teacher educator-mediated self-inquiry can take shape through what we have called teacher narrative inquiry as professional development, characterized as ‘systematic exploration that is conducted by teachers and for teachers through their own stories and language’ (Johnson & Golombek, 2002, p. 6).”
Reflection and professional identity in teachers' future-oriented discourse (2008, unknown): “(e.g., Clandinin & Connelly, 1996; Cortazzi, 1993; Johnson & Golombek, 2002; Juzwik, 2004, 2006; Richards, 1999; Vásquez, 2005).”
TESOL Methods: Changing Tracks, Challenging Trends (2006, background): “One finds in the literature a multiplicity of definitions, each highlighting certain aspects of TBLT (for a compilation, see Johnson, 2003; Kumaravadivelu, 1993b).”
Using Blogs to Enhance Critical Reflection and Community of Practice (2009, background): “Johnson and Golombek (2002) further " [renders teachers] increasing control over their thoughts and actions; grants their experiences enriched, deepens meaning; and enables them to be more thoughtful and mindful of their work " (p. 7).”
Exploring teacher identity from a holistic perspective: reconstructing and reconnecting personal and professional selves (2015, unknown): “Teacher knowledge has been considered an important part of a teacher’s makeup (e.g. Björklund, 2008; Borg, 2003, 2006; Brookfield, 1995; Clandinin, 2000; Day, 1991; Johnson & Golombek, 2002, Shulman, 1986; Woods, 1996).”
Secondary Teacher Attitudes Toward Including English-Language Learners in Mainstream Classrooms (2006, background): “Others have chronicled the professional lives of English-as-a-second-language (ESL) teachers (Creese, 2002; Johnson, 1999; Johnson & Golombek, 2002).”
The first year of language teaching: Imposing order (2006, background): “…that the use of a similar story structure analysis may offer first year language teachers and language teacher educators a means of ‘‘imposing order’’ (Johnson and Golombek, 2002, p. 4) on the array of different experiences they encounter in their classrooms so that beginning teachers can be…”
Learning to become a Second Language Teacher: Identities-in-Practice. (2011, background): “…Johnson, 1998, p. 401), some researchers have recently tried to capture L2 teachers’ personal practical knowledge in a way that acknowledges its socially constructed nature and is reflective of teachers’ agency, moral values, and experiences (Golombek, 1998; Johnson & Golombek, 2002; Tsang, 2004).”
The language teacher's development (2005, background): “Another related form of reflective writing is narrative inquiry (Johnson & Golombek 2002) or story telling (Hazelrigg 2005).”
TESOL, Teacher Identity, and the Need for “Small Story” Research (2011, background): “However, a growing number of publications about language learning and language teacher education (e.g., Bell, 2002; Johnson & Golombek, 2002; Pavlenko, 2002, 2007; Tsui, 2007) have discussed or employed narrative inquiry as a type of qualitative research.”