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Questions and Answers
What is the main focus of recurrent restorying in language teacher narrative inquiry?
What is the main focus of recurrent restorying in language teacher narrative inquiry?
According to the passage, who are the data analysts in the recurrent restorying methodology?
According to the passage, who are the data analysts in the recurrent restorying methodology?
What is meant by 'maximizing internalization' in the context of recurrent restorying?
What is meant by 'maximizing internalization' in the context of recurrent restorying?
How does recurrent restorying concretize the mediational role in teacher development?
How does recurrent restorying concretize the mediational role in teacher development?
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What does the passage imply about Vygotsky's view on language teacher narrative inquiry?
What does the passage imply about Vygotsky's view on language teacher narrative inquiry?
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How does recurrent restorying differ from traditional forms of narrative inquiry in teacher education?
How does recurrent restorying differ from traditional forms of narrative inquiry in teacher education?
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What is the primary function of narrative as verbalization in teacher professional development?
What is the primary function of narrative as verbalization in teacher professional development?
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How does narrative as externalization contribute to teachers' development?
How does narrative as externalization contribute to teachers' development?
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What distinguishes narrative as systematic examination in teacher narrative inquiry?
What distinguishes narrative as systematic examination in teacher narrative inquiry?
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How does the VSCT perspective influence learning in narrative activity?
How does the VSCT perspective influence learning in narrative activity?
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What is the central idea behind recurrent restorying as a methodology for language teacher narrative inquiry?
What is the central idea behind recurrent restorying as a methodology for language teacher narrative inquiry?
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How does narrative activity serve as a mediational tool for teacher professional development?
How does narrative activity serve as a mediational tool for teacher professional development?
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What distinguishes Golombek and Johnson's notion of narrative inquiry (NI) from its use as an umbrella term?
What distinguishes Golombek and Johnson's notion of narrative inquiry (NI) from its use as an umbrella term?
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How does Barkhuizen characterize narrating in the context of narrative knowledging?
How does Barkhuizen characterize narrating in the context of narrative knowledging?
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In Golombek and Johnson's work on narrative, what theoretical perspective informs their understanding of teacher learning?
In Golombek and Johnson's work on narrative, what theoretical perspective informs their understanding of teacher learning?
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What distinguishes Golombek and Johnson's approach to narrative inquiry from Clandinin and Connelly's conceptualization?
What distinguishes Golombek and Johnson's approach to narrative inquiry from Clandinin and Connelly's conceptualization?
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What aspect of Golombek and Johnson's narrative inquiry work is influenced by Polkinghorne's approach?
What aspect of Golombek and Johnson's narrative inquiry work is influenced by Polkinghorne's approach?
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According to Golombek and Johnson, what role does Vygotsky's perspective play in understanding teacher professional development?
According to Golombek and Johnson, what role does Vygotsky's perspective play in understanding teacher professional development?
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