Narrative inquiry as a mediational space: examining emotional and cognitive dissonance in second‐language teachers' development

By Paula R. Golombek *, Karen E. Johnson. 2004

331 citations recorded by the source corpus.

Subfields: Education, Language and Linguistics

View Paper: https://www.semanticscholar.org/paper/e0d283b550087dcb1026611e6db493acd50e2184

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Citations in the corpus

Theorizing and Studying the Language-Teaching Mind: Mapping Research on Language Teacher Cognition (2015, background): “…to access language teacher knowledge and development, focusing on the emotional aspects of language teacher learning (e.g., Golombek & Doran, 2014; Golombek & Johnson, 2004), teacher identity formation (Kanno & Stuart, 2011; Tsui, 2007), and language teacher selves (Hiver, 2013; Liu & Fisher,…”
Unifying cognition, emotion, and activity in language teacher professional development (2014, methodology): “Kubanyiova’s model clarifies the catalytic role of emotions in conceptual development that has been proposed (Galman, 2009; Golombek & Johnson, 2004), and introduces additional affective factors, such as motivation, that influence not only conceptual change but teacher identity.”
Language Teacher Immunity: A Double-Edged Sword (2015, background): “For teachers, making sense of the uncertainty and adversity that is part of their experience and gaining positive insight from these events is a crucial factor in acquiring a professional identity (Golombek and Johnson 2004).”
The Transformative Power of Narrative in Second Language Teacher Education (2011, background): “From a sociocultural theoretical perspective, narrative, as a cultural activity, is not simply a device used to story one’s experience but is a semiotic tool that has the potential to facilitate cognitive development (Golombek & Johnson, 2004).”
The interplay of possible language teacher selves in professional development choices (2013, background): “…is a fundamental human motive (Herbst, Gaertner, & Insko, 2003), and as emotions are present in all learning and developmental processes (Golombek & Johnson, 2004), in a profession such as teaching assumptions are that emotional vulnerability will be reduced through the potential for…”
Implications of Vygotsky's Zone of Proximal Development (ZPD) in Teacher Education: ZPTD and Self-scaffolding (2011, background): “Facts are not simply transferred to teaching candidates; rather, the candidates take the facts and appropriate their own meanings by means of cultural tools (Golombek & Johnson, 2004).”
‘I need to be strong and competent’: a narrative inquiry of a student-teacher’s emotions and identities in teaching practicum (2016, background): “(Holland et al., 1998, p. 3) In light of this perspective, narrative inquiry provides a useful means of representing and understanding human emotions and identities (Golombek & Johnson, 2004; Zembylas, 2005).”