Narratives: unveiling teachers' identities
DOI:
https://doi.org/10.5433/2237-4876.2007v10n2p199Keywords:
Practical knowledge, Teacher education, Narratives.Abstract
This study aims at reporting the results of a qualitative interpretative research on English as a foreign language teachers' practical knowledge. More specifically, the objective was to identify the teachers' rules and principles of practice, through life-story narratives. The result was a set of biographical stories through which the participants themselves could make meaningful connections between moments of their lives and their practical knowledge. The research process as a whole offered the participants a fruitful context for reflection on their professional identities as teachers and the bits and pieces of the unknown identities turned to be a bit more known. Finally, this study points out that life-story narratives can open a window into teachers' practical knowledge, which may mean an alternative to possible changes on cognitive and/or behavioral level if introduced as a tool for reflection in early stages of teacher education programs.
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Copyright (c) 2025 Marimar da Silva, Saionara Greggio, Camila Araújo de Lucena, Didiê Ana Ceni Denardi, Gloria Gil
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