Narrative self-observation
A new framework for teacher professional development and identity research
Bibliographic Data
| ID | 21496383 |
|---|---|
| Authors | Jaber Kamali (0000-0003-4018-7597, Ibn Haldun University), Jason Anderson (0000-0002-3400-0135, University of Warwick, corresponding author) |
| Year | 2025 |
| Pages | 1-21 |
| Publication date | 2025-09-21 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | European Journal of Teacher Education (JOURNAL) |
| Journal identifiers | ISSN: 0261-9768 • E-ISSN: 1469-5928 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/02619768.2025.2563113 |
| OpenAlex | W4414398477 |
| Language | EN |
| Citations received | 3 |
| References cited | 27 |
Building on prior scholarship into narrative inquiry and autoethnography, this article proposes an original continuous professional development framework – narrative self-observation (NSO) – that has the potential to enhance teacher reflection and identity awareness through the peer-mediated ‘storying’ of a self-observed lesson. After conceptualising NSO, describing the framework and outlining the constructs and premises underpinning it, we report on a trial implementation of NSO with three tertiary-level English language teachers. Qualitative data collected from collaborator meetings, teacher-written ‘lesson stories’ and interviews were analysed inductively. The findings indicate that NSO is an impactful and practicable research tool for teachers, with the potential to provide greater freedom to experiment, opportunities for practical learning, critical reflection and identity inquiry than live observation. We argue that this framework is consistent with current good practice models for both individual and institutional professional development programmes and recommend further research on NSO to assess its wider utility
Faculty Development · Narrative · Narrative inquiry · Professional development · Qualitative research · Scholarship · Underpinning · Digital Storytelling and Education · Educator Training and Historical Pedagogy · Teacher Education and Leadership Studies
The New Meaning of Educational Change
Narrative Approaches to Exploring Language, Identity and Power in Language Teacher Education
Teacher identity and agency in an era of accountability
Inconvenient truths about teacher learning
Chapter Six. From the Native's Point of View
Becoming and being language teacher educators
Modelling as expert-guidance during teacher practitioner research
Critical autoethnographic narrative
Handbook of Autoethnography
A methodological synthesis of narrative inquiry research in applied linguistics
A Study of Language Teachers' Personal Practical Knowledge
Observing Teachers
Emotions and Teacher Identity
A General Inductive Approach for Analyzing Qualitative Evaluation Data
Stories of Experience and Narrative Inquiry
| Unique citing works | 3 |
|---|---|
| Citations per year | 3 |
| Citation span | 2026 - 2026 (1) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 3 |