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

Datos Bibliográficos

ID2385152
AutoresJerry Rosiek (University of Oregon, Eugene), Jerry Lee Rosiek (0000-0001-6834-7287), Becky Atkinson (0000-0002-4219-6967, Samford University, Birmingham, AL)
Año2007
Volumen13
Número4
Páginas499-521
Fecha de publicación2007-05-01
Peer ReviewedSí
Open AccessSí
TipoARTICLE
RevistaQualitative Inquiry (JOURNAL)
Identificadores de la revistaISSN: 1077-8004 • E-ISSN: 1552-7565
EditorialSAGE Publications Inc (PUBLISHER)
DOI10.1177/1077800406297669
OpenAlexW1991730646
IdiomaEN
Citas recibidas4
Referencias citadas31

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