Burrowing into the reciprocal learning collaboration of two instructors in an English-medium university in Turkey
Author
Mitton-Kűkner, J.
Akyüz, Ç.
Date
2012Source Title
Teacher Development: an international journal of teachers' professional development
Print ISSN
1366-4530
Electronic ISSN
1747-5120
Publisher
Routledge
Volume
16
Issue
4
Pages
425 - 442
Language
English
Type
ArticleItem Usage Stats
169
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122
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Abstract
This paper explores the authors' experiences as an early career teacher educator and English-language instructor in an English-medium university in Turkey. The theoretical framework shaping their collaboration draws upon a narrative view of teacher knowledge as an embodiment of teachers' experiences in schools in close relationship with their identities. Inquiring into moments that disrupted what the authors knew as instructors, they demonstrate how thinking narratively was vital to their professional development and understanding of the complexities shaping the backdrop of their higher educational context. They situate their learning in the field of professional development at the university level and propose that thinking narratively enables instructors across the career phases and disciplines to draw upon their range of experiences in ways that offer potential opportunities for support, reflection and self-growth. This interactive process, the authors suggest, suits the aim of professional teacher development and emphasizes reciprocal learning possibilities for early career and experienced instructors working collaboratively. © 2012 Copyright Teacher Development.
Keywords
Higher educationNarrative inquiry
Professional development
Reciprocal learning
Teacher knowledge