The power of self-directed journals: being a temporary ‘other’ for learning to teach

References

• Bailey, Kathleen. 1983. “Competitiveness and Anxiety in Adult Second Language Learning: Looking at and through Diary Studies.” In Classroom Oriented Research in Second Language Acquisition, edited by M. H. Long and H. W. Seliger, 67–104. Rowley: Newbury House.
   Google Scholar
• Bailey, Kathleen. 1990. “The Use of Diary Studies in Teacher Education Programs.” In Second Language Teacher Education, edited by J. C. Richards and D. Nunan, 215–226. Cambridge: Cambridge University Press.
   Google Scholar
• Bogdan, Robert, and Sari Knopp Biklen. 1992. Qualitative Research for Education: An Introduction to Theory and Methods. 2nd ed. Boston: Allyn & Bacon.
   Google Scholar
• Bruner, Jerome. 1996. The Narrative Construal of Reality. Boston: Harvard University Press.
   Google Scholar
• Bryman, Alan. 1988. Quantity and Quality in Social Research. London: Unwin Hyman.10.4324/9780203410028
   Google Scholar
• Burns, Anne. 2009. “Action Research in Second Language Teacher Education.” In The Cambridge Guide to Second Language Teacher Education, edited by A. Burns and J. C. Richards, 289–297. New York: Cambridge University Press.
   Google Scholar
• Burton, Jill. 2009. “Reflective Practice.” In The Cambridge Guide to Second Language Teacher Education, edited by A. Burns and J. C. Richards, 298–307. New York: Cambridge University Press.
   Google Scholar
• Carr, Wilfred, and Stephen Kemmis. 1986. Becoming Critical. Lewes: Deakin University Press.
   Google Scholar
• Carter, Kathy. 1993. “The Place of Story in the Study of Teaching and Teacher Education.” Educational Researcher 22 (1): 5–18.10.3102/0013189X022001005
   Google Scholar
• Chan, Esther Yim-mei. 2012. “The Transforming Power of Narrative in Teacher Education.” Australian Journal of Teacher Education 37 (3): 111–127. doi:10.14221/ajte.2012v37n3.4.
   Google Scholar
• Cizek, Gregory. 1999. “Narrative and Neopragmatism in Teacher Education and Research.” In What Counts as Knowledge in Teacher Education? edited by J. Rath and A. McAninch, 47–68. Stamford: Ablex Publishing Corporation.
   Google Scholar
• Clandinin, D. Jean. 2006. “Narrative Inquiry: A Methodology for Studying Lived Experience.” Research Studies in Music Education 27 (1): 44–54. doi:10.1177/1321103X060270010301.
   Google Scholar
• Clandinin, D. Jean. 2013. Engaging Narrative Inquiry. Walnut Creek, CA: Left Coast Press.
   Google Scholar
• Clandinin, D. Jean, and Michael Connelly. 1992. “Narrative and Story in Practice and Research.” In The Reflective Turn: Case Studies in and on Educational Practice, edited by D. A. Schӧn, 258–283. New York: Teachers College Press.
   Google Scholar
• Clandinin, D. Jean, and Michael Connelly. 1999. “Storying and Restorying Ourselves: Narrative and Reflection.” In The Reflective Spin: Case Studies of Teachers in Higher Education Transforming Action, edited by A.-Y. Chen and J. Van Maanen, 15–24. Singapore: World Scientific.
   Google Scholar
• Clandinin, Jean, and Michael Connelly. 2000. Narrative Inquiry: Experience and Story in Qualitative Research. San Francisco, CA: Jossey-Bass.
   Google Scholar
• Cochran-Smith, Marilyn, and Susan L. Lytle. 1999. “The Teacher Research Movement: A Decade Later.” Educational Researcher 28 (7): 15–25.10.3102/0013189X028007015
   Google Scholar
• Cochran-Smith, Marilyn, and Susan Lytle. 2009. Inquiry as Stance: Practitioner Research for the Next Generation. New York: Teachers College Press.
   Google Scholar
• Conle, Carola. 2000. “Narrative Inquiry: Research Tool and Medium for Professional Development.” European Journal of Teacher Education 23 (1): 49–63.10.1080/713667262
   Google Scholar
• Connelly, Michael, and Jean Clandinin. 2006. “Narrative Inquiry.” In Handbook of Complementary Methods in Education Research, edited by J. Green, G. Camilli, and P. Elmore, 375–385. Mahwah, NJ: Lawrence Erlbaum.
   Google Scholar
• Denzin, Norman. 1978. The Research Act: An Introduction to Sociological Methods. New York: McGraw-Hill.
   Google Scholar
• Dewey, John. 1916. Democracy and Education: An Introduction to the Philosophy of Education. New York: Macmillan.
   Google Scholar
• Dewey, John. 1920–1962. Reconstruction in Philosophy. Boston, MA: Beacon.10.1037/14162-000
   Google Scholar
• Dewey, John. 1933. How We Think. Chicago, IL: Henry Regnery.
   Google Scholar
• Doyle, Walter. 1997. “Heard Any Really Good Stories Lately? A Critique of the Critics of Narrative in Educational Research.” Teaching and Teacher Education 13 (1): 93–99.10.1016/S0742-051X(96)00039-X
   Web of Science ®Google Scholar
• Elbaz, Freema. 1991. “Research on Teachers’ Knowledge: The Evolution of a Discourse.” Journal of Curriculum Studies 23 (1): 1–19.10.1080/0022027910230101
   Web of Science ®Google Scholar
• Elbaz-Luwisch, Freema. 1983. Teaching Thinking: A Study of Practical Knowledge. London: Crown Helm.
   Google Scholar
• Gal’perin, Piotr. 1989. “Organization of Mental Activity and the Effectiveness of Learning.” Soviet Psychology 27 (2): 65–82.
   Google Scholar
• Glaser, Barney, and Anselm Strauss. 1967. The Discovery of Grounded Theory: Strategies for Qualitative Research. Chicago: Aldine.
   Google Scholar
• Johnson, E. Karen. 2007. “Tracing Teacher and Student Learning in Teacher-authored Narratives.” Teacher Development 11 (2): 175–188. doi:10.1080/13664530701442879.
   Google Scholar
• Johnson, E. Karen, and Paula Golombek. 2002. Teachers’ Narrative Inquiry as Professional Development. New York: Cambridge University Press.
   Google Scholar
• Johnson, E. Karen, and Paula R. Golombek. 2011. “The Transformative Power of Narrative in Second Language Teacher Education.” TESOL Quarterly 45 (3): 486–509. doi:10.5054/tq.2011.256797.
   Web of Science ®Google Scholar
• Johnston, Bill. 2009. “Collaborative Teacher Development.” In The Cambridge Guide to Second Language Teacher Education, edited by A. Burns and J. C. Richards, 241–249. New York: Cambridge University Press.
   Google Scholar
• Karpov, Yuriy. 2003. “Vygotsky’s Doctrine of Scientific Concepts: Its Role for Contemporary Education.” In Vygotsky’s Educational Theory in Cultural Context, edited by A. Kozulin, B. Gindis, V. S. Ageyev, and S. M. Miller, 65–82. Cambridge: Cambridge University Press.10.1017/CBO9780511840975
   Google Scholar
• Lantolf, James. 2000. Sociocultural Theory and Second Language Learning. Oxford: Oxford University Press.
   Google Scholar
• Lantolf, James, and Steven Thorne. 2006. Sociocultural Theory and the Genesis of Second Language Development. Oxford: Oxford University Press.
   Google Scholar
• Leont’ev, Aleksei Nikolaevich. 1981. Problems of the Development of the Mind. Moscow: Progress Press.
   Google Scholar
• Lincoln, Yvonna, and Egon Guba. 1985. Naturalistic Inquiry. Beverly Hills: Sage.
   Google Scholar
• Lyons, Nona, and Vicki Kubler LaBosky. 2002. Narrative Inquiry in Practice: Advancing the Knowledge of Teaching. New York: Teachers College Press.
   Google Scholar
• Lytle, Susan, and Marilyn Cochran-Smith. 1992. “Teacher Research as a Way of Knowing.” Harvard Educational Review 62 (4): 447–475.10.17763/haer.62.4.4lm3811r1033431n
   Web of Science ®Google Scholar
• Maxwell, Joseph. 2004. Qualitative Research Design: An Interactive Approach. 2nd ed. Thousand Oaks, CA: Sage.
   Google Scholar
• Miller, Paul Chamness. 2005. Narratives from the Classroom: An Introduction to Teaching. Thousand Oaks, CA: Sage.
   Google Scholar
• Phillion, JoAnn. 2005. “Narrative in Teacher Education.” In Narratives from the Classroom: An Introduction to Teaching, edited by Paul Chamness Miller, 1–12. Thousand Oaks, CA: Sage.10.4135/9781452229829
   Google Scholar
• Scott, David, and Robin Usher. 2011. Researching Education: Data, Methods and Theory in Educational Inquiry. London: Continuum International Publishing Group.
   Google Scholar
• Shore, Bradd. 1996. Culture in Mind: Cognition, Culture and the Problem of Meaning. Oxford: Oxford University Press.
   Google Scholar
• Stake, Robert. 1995. The Art of Case Study Research. Thousand Oaks, CA: Sage.
   Google Scholar
• Usher, Robin. 1996. “A Critique of the Neglected Epistemological Assumptions of Educational Research.” In Understanding Educational Research, edited by David Scott and Robin Usher, 9–32. London: Routledge.
   Google Scholar
• Verity, Deryn. 2000. “Side Affects: The Strategic Development of Professional Development of Professional Satisfaction.” In Sociocultural Theory and Second Language Learning, edited by James Lantolf, 179–198. Oxford: Oxford University Press.
   Google Scholar
• Vygotsky, Lev Semyonovich. 1978. Mind in Society. Cambridge, MA: Harvard University Press.
   Google Scholar
• Vygotsky, Lev Semyonovich. 1986. Thought and Language. Cambridge, MA: MIT Press.
   Google Scholar
• Vygotsky, Lev Semyonovich. 1987. “Thinking and Speech.” In The Collected Works of L. S. Vygotsky: Volume 1. Problems of General Psychology, edited by R. W. Reiber and A. S. Carton, 17–36. New York: Plenum Press.
   Google Scholar
• Wertsch, James. 1985. Vygotsky and the Social Formation of the Mind. Cambridge, MA: Harvard University Press.
   Google Scholar
• Witherall, Carol, and Nel Noddings. 1991. Stories Lives Tell: Narrative and Dialogue in Education. New York: Teachers College Press.
   Google Scholar