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 re...
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| Main Authors: | , |
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| Format: | Book |
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Universidad Nacional de Colombia,
2017-07-01T00:00:00Z.
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