Re-conceptualizing Teachers’ Narrative Inquiry as Professional Development
We offer a more nuanced characterization of teachers’ narrative inquiry as professional development (Johnson & Golombek, 2002) by grounding our definition of and empirical research on teachers’ narrative inquiry from a Vygotskian sociocultural theoretical perspective. Our goal is to reaffirm our bel...
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| Autori principali: | , |
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| Natura: | Artigo |
| Lingua: | Inglês |
| Pubblicazione: |
Universidad Nacional de Colombia
2017-07-01
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| Serie: | Profile: Issues in Teachers' Professional Development |
| Soggetti: | |
| Accesso online: | http://revistas.unal.edu.co/index.php/profile/article/view/65692 |
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