Abstract
Classrooms are, for the most part, safe places, generally free from scrutiny, where teachers are free to live stories of practice. These lived stories are essentially secret ones. Furthermore, when these secret lived stories are told, they are, for the most part, told to other teachers in other secret places. When teachers move out of their classrooms into the out-of-classroom place on the landscape, they often live and tell cover stories, stories in which they portray themselves as experts, certain characters whose teacher stories fit within the acceptable range of the story of school being lived in the school.
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Tsafos, V. (2014). The Reflective Perspective of Narrative in Educational Action Research. In: Rauch, F., Schuster, A., Stern, T., Pribila, M., Townsend, A. (eds) Promoting Change through Action Research. SensePublishers, Rotterdam. https://doi.org/10.1007/978-94-6209-803-9_12
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DOI: https://doi.org/10.1007/978-94-6209-803-9_12
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