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dc.contributor.authorMitton-Kűkner, J.en_US
dc.contributor.authorAkyüz, Ç.en_US
dc.date.accessioned2016-02-08T09:43:59Z
dc.date.available2016-02-08T09:43:59Z
dc.date.issued2012en_US
dc.identifier.issn1366-4530
dc.identifier.urihttp://hdl.handle.net/11693/21272
dc.description.abstractThis 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.en_US
dc.language.isoEnglishen_US
dc.source.titleTeacher Development: an international journal of teachers' professional developmenten_US
dc.relation.isversionofhttps://doi.org/10.1080/13664530.2012.717213en_US
dc.subjectHigher educationen_US
dc.subjectNarrative inquiryen_US
dc.subjectProfessional developmenten_US
dc.subjectReciprocal learningen_US
dc.subjectTeacher knowledgeen_US
dc.titleBurrowing into the reciprocal learning collaboration of two instructors in an English-medium university in Turkeyen_US
dc.typeArticleen_US
dc.departmentM.A. in Management in Educationen_US
dc.citation.spage425en_US
dc.citation.epage442en_US
dc.citation.volumeNumber16en_US
dc.citation.issueNumber4en_US
dc.identifier.doi10.1080/13664530.2012.717213en_US
dc.publisherRoutledgeen_US
dc.identifier.eissn1747-5120en_US


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