Community Blog and Narrative Inquiry as Tools for Technology-Enhanced Professional Development for ESL Teachers
Clandinin and Connelly (2000) introduces the metaphorical three-dimensional narrative inquiry space, which espouses the commonplaces of temporality, sociality, and place as a framework to understand teachers' personal practical knowledge. This paper aims to explore how this framework's pot...
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Published in | International Journal of TESOL Studies Vol. 4; no. 3; p. 78 |
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Main Authors | , , |
Format | Journal Article |
Language | English |
Published |
International TESOL Union
01.09.2022
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Subjects | |
Online Access | Get full text |
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Summary: | Clandinin and Connelly (2000) introduces the metaphorical three-dimensional narrative inquiry space, which espouses the commonplaces of temporality, sociality, and place as a framework to understand teachers' personal practical knowledge. This paper aims to explore how this framework's potential can be enhanced beyond its role as an inquiry tool by integrating it with a self-reflective teacher professional development that utilises a community blog as a platform. To explore this, Malaysian ESL practitioners from various backgrounds were invited to contribute narratives of their technology-enhanced language teaching experiences in the classroom (see Keywords ESL teachers, personal practical knowledge, narrative inquiry, community blog self-directed teacher professional development |
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ISSN: | 2632-6779 2633-6898 |
DOI: | 10.46451/ijts.2022.03.07 |