Teacher Research: Exploring Teachers’ Personal Epistemology through Narrartive Lens. A Colombian Case

Diego Fernando Ubaque Casallas

Abstract


This narrative inquiry study looked into four teachers’ life stories regarding their teaching practice. The study explored teachers’ experiences in pre-while and after stages when being observed by an academic supervisor in a binational but non- profit English center in Bogota, Colombia. By attempting to explore the possible forms of teachers’ knowledge, the study took on narrative inquiry as the research approach to explore how teachers approach and navigate personal and fixed epistemologies regarding teaching. Findings revealed that teachers’ personal epistemologies are shaped by elements like agreement and negotiation of meaning when supervisors assess/evaluate or discuss issues of the teaching practice. Based on the findings, I argue teachers’ personal epistemologies are driven by collaborative situated activities teachers engage in.


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DOI: https://doi.org/10.5539/elt.v10n10p114

Copyright (c) 2017 Diego Fernando Ubaque Casallas

License URL: http://creativecommons.org/licenses/by/4.0

English Language Teaching       ISSN 1916-4742 (Print)   ISSN  1916-4750 (Online)

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