Teachers-in-construction: Reflections on learning journals and teacher development
DOI:
https://doi.org/10.5433/2237-4876.2007v10n1p109Keywords:
Teacher development, reflective journals, teacher narratives.Abstract
This article aims at discussing teacher narratives produced by two English as a Foreign Language teachers/ graduate students who attended a course on Foundations of Applied Linguistics (delivered by the author in 2006/1). Simultaneously constituting unique teacher learning stories and jointly constructing a mosaic of 'professional knowledge landscapes' (CONNELLY & CLANDININ, 1999), the narratives focus on learning journals written along the course, anchored on teacher identity, research and development (FAIRCLOUGH, 1992; MOITA LOPES, 1996, 2004; FREEMAN, 1996; LUDKE, 2001; CELANI & MAGALHÃES, 2002; BURTON, 2005; GIMENEZ, 2005; KLEIMAN e MATÊNCIO, 2005 amongst others). This interpretative analysis highlights the most salient (re)positionings in the narratives. Implications will be discussed in terms of teacher identity and development.
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