18 Questions
What is the main focus of recurrent restorying in language teacher narrative inquiry?
Tracing conceptual development of language teachers
According to the passage, who are the data analysts in the recurrent restorying methodology?
Preservice teachers
What is meant by 'maximizing internalization' in the context of recurrent restorying?
Tracing how social interactions become internal psychological tools
How does recurrent restorying concretize the mediational role in teacher development?
By enabling teachers to articulate their conceptual development
What does the passage imply about Vygotsky's view on language teacher narrative inquiry?
Vygotsky believed in the importance of teachers analyzing their own experiences
How does recurrent restorying differ from traditional forms of narrative inquiry in teacher education?
Traditional forms involve only retrospective analysis, while recurrent restorying includes continual re-analysis.
What is the primary function of narrative as verbalization in teacher professional development?
To internalize pedagogical concepts
How does narrative as externalization contribute to teachers' development?
By enhancing cognitive processes
What distinguishes narrative as systematic examination in teacher narrative inquiry?
The focus on different learning outcomes
How does the VSCT perspective influence learning in narrative activity?
By shaping the parameters of narrative activity
What is the central idea behind recurrent restorying as a methodology for language teacher narrative inquiry?
Tracing professional development over time
How does narrative activity serve as a mediational tool for teacher professional development?
By acting as a medium for inquiry and cognition
What distinguishes Golombek and Johnson's notion of narrative inquiry (NI) from its use as an umbrella term?
Its focus on language teacher professional development
How does Barkhuizen characterize narrating in the context of narrative knowledging?
As a combination of cognitive and social processes
In Golombek and Johnson's work on narrative, what theoretical perspective informs their understanding of teacher learning?
Vygotskian Socio-cultural Theory
What distinguishes Golombek and Johnson's approach to narrative inquiry from Clandinin and Connelly's conceptualization?
Inclusion of narrating as sense-making activity
What aspect of Golombek and Johnson's narrative inquiry work is influenced by Polkinghorne's approach?
Analysis of narratives in language teacher professional development
According to Golombek and Johnson, what role does Vygotsky's perspective play in understanding teacher professional development?
Shapes cognition originating in social activity
Test your knowledge on the methodology of analyzing language teacher narrative inquiry, specifically recurrent restorying. Learn about how teachers engage in narrative analysis and re-storying of their learning-to-teach experiences and self-understandings. Explore the concepts of unbounded time and place in narrative inquiry.
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