The Inevitability and Importance of Genres in Narrative Research on Teaching Practice

Bibliographic Data

ID2385152
AuthorsJerry Rosiek (University of Oregon, Eugene), Jerry Lee Rosiek (0000-0001-6834-7287), Becky Atkinson (0000-0002-4219-6967, Samford University, Birmingham, AL)
Year2007
Volume13
Issue4
Pages499-521
Publication date2007-05-01
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueQualitative Inquiry (JOURNAL)
Journal identifiersISSN: 1077-8004 • E-ISSN: 1552-7565
PublisherSAGE Publications Inc (PUBLISHER)
DOI10.1177/1077800406297669
OpenAlexW1991730646
LanguageEN
Citations received4
References cited31

The authors examine the field of contemporary teacher knowledge research. Specifically, they examine the use of narrative representations by researchers in this field. They make a general argument for the development of distinct narrative genres in teacher knowledge research because considerations of distinct genre styles can help researchers refine their craft and can inform the development of appropriate standards by which different forms of narrative research might be judged. Building on this argument, they offer an outline of the features of some genres that seem to be currently emerging in teacher knowledge writings. The article closes with an examination of the implications the emergence of narratives genres would have for teacher education research

Argument (complex analysis · Art · Craft · Epistemology · Field (mathematics · Literature · Narrative · Narrative inquiry · Pedagogy · Sociology · Visual arts · Digital Storytelling and Education · Educator Training and Historical Pedagogy · Philosophy · Teacher Education and Leadership Studies