Teachers' narrative inquiry as professional development / Karen E. Johnson, Paula R. Golombek.
Material type: TextSeries: Cambridge language educationPublisher: New York : Cambridge University Press, 2002Description: xii, 212 pages ; 23 cmContent type:- text
- unmediated
- volume
- 0521813425
- 9780521813426
- 0521013135
- 9780521013130
- 428.00711 21
- PE1128.A2 J625 2002
Item type | Current library | Call number | Copy number | Status | Date due | Barcode | |
---|---|---|---|---|---|---|---|
Book | City Campus City Campus Main Collection | 428.00711 JOH (Browse shelf(Opens below)) | 1 | Available | A292074B |
Includes bibliographical references.
List of contributors -- Series editor's preface -- Preface -- 1. Inquiry into experience: Teachers' personal and professional growth -- Pt. I. Inquiry into Instructional Practices -- 2. "And now for something completely different": Personal meaning making for secondary ESL students... and their teacher -- 3. Putting theory into practice: Letting my students learn to read -- 4. Rewriting is more than just writing again -- 5. Action for understanding: A study in teacher research with exploratory practice -- Pt. II. Inquiry into Language Learners -- 6. Who is in this classroom with me? -- 7. Talking at length and depth: Learning from focus group discussions -- 8. My learning through journaling: Forgiveness as a source of power and the communication of voice in the classroom -- 9. Understanding our students' families: The hidden community of international wives -- Pt. III. Inquiry into Language Teachers -- 10. A tale of names -- 11. Seeking satisfaction -- 12. The art of drawing theory: A teacher's personal and professional sense making -- Pt. IV. Inquiry Through Professional Collaborations -- 13. What I learnt from giving quiet children space -- 14. Talking ourselves into understanding.
Machine converted from AACR2 source record.
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