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Teacher Narratives in Teacher Development: Focus on Diary Studies

  • Danuta Gabryś-Barker
Chapter
Part of the Second Language Learning and Teaching book series (SLLT)

Abstract

Teachers’ perceptions of their own classroom experiences and the way they are reflected upon and interpreted constitute a significant factor in the evolution and re-structuring of teachers’ initial beliefs about teaching and learning. This paper discusses diary writing as a thinking process and one of the best tools for developing reflective thinking, which can be employed in a variety of teaching and learning contexts, for both experienced and inexperienced/pre-service teachers. Diaries are instances of teacher narratives which can contribute to constructing professional knowledge, as they record and interpret teachers’ stories in a systematic fashion and are contextualized within the teacher’s working environment. The paper demonstrates the value of diary writing for the professional development of teachers by presenting a selection of diary studies implemented either in teacher training programmes or carried out for independent research purposes. These studies elaborate on a whole variety of focus areas in teacher development, such as lesson effectiveness, self-assessment or affectivity, which are important teaching concerns during the various stages of a professional career and, most important of all, on the development of reflectivity. This article is based on a more detailed description of diary use in the pre-service teacher education to be found in Gabryś-Barker (2012).

Keywords

Professional Development Student Teacher Classroom Practice Journal Entry Diary Study 
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.

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Copyright information

© Springer International Publishing Switzerland 2014

Authors and Affiliations

  1. 1.Institute of EnglishUniversity of SilesiaKatowicePoland

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