Narrative Discourse and Teacher Knowledge
American Educational Research JournalPublished 1 December 1991
Jan Nespor, Judith Barylske
Citations71
SJR quartileQ1
SJR score2.59
SNIP3.57
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Abstract
This article looks at teacher knowledge as a joint construction of teachers and researchers. It focuses on narrative discourse as a representational medium for formulating knowledge in the specific setting of the research interview. The article analyzes the contrasting narrative practices of two teachers in terms of how they formulate versions of self. These practices are seen as differentially situating the two teachers in terms of the large-scale research networks within which knowledge is constituted.
Keywords
Social SciencesHealth Professions
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