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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...
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| Опубликовано в: : | Profile: Issues in Teachers' Professional Development |
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| Главные авторы: | , |
| Формат: | Artigo |
| Язык: | Inglês |
| Опубликовано: |
Universidad Nacional de Colombia
2017
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| Предметы: | |
| Online-ссылка: | https://www.redalyc.org/articulo.oa?id=169251589002 |
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