Narrative inquiry for teacher education and development: Focus on English as a foreign language in China |
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| Authors: | Shijing Xu F Michael Connelly |
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| Institution: | 1. National Research Center for Foreign Language Education, Beijing Foreign Studies University; Faculty of Education, University of Windsor, 401 Sunset Avenue, Windsor, Ontario N9B 3P4, Canada;2. Department of Curriculum Teaching and Learning, Ontario Institute for Studies in Education of the University of Toronto, 252 Bloor Street West, Toronto, Ontario M5S 1V6, Canada |
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| Abstract: | Teacher education and development takes place within an encompassing local system of education and ongoing forms of school improvement. Critical to successful teacher development when Western ideas are being adopted in other cultures is narratively linking development programmes to this local education system, such as in China, and to its culturally established ways of knowing and being. This paper presents a narrative inquiry approach to teacher development that builds on the existing educational system, ongoing school reforms, and culturally established ways of knowing and being. The paper concludes with the potential of teacher development to shape global values that may be shared among cultures. |
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| Keywords: | Teacher development Narrative inquiry Teacher education Cross-cultural education Teacher knowledge English as a foreign language |
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