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      Burrowing into the reciprocal learning collaboration of two instructors in an English-medium university in Turkey

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      Author
      Mitton-Kűkner, J.
      Akyüz, Ç.
      Date
      2012
      Source 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
      Article
      Item 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 education
      Narrative inquiry
      Professional development
      Reciprocal learning
      Teacher knowledge
      Permalink
      http://hdl.handle.net/11693/21272
      Published Version (Please cite this version)
      https://doi.org/10.1080/13664530.2012.717213
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      • Faculty Academic English Program 4
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