【Special issue: Research on Chinese Language Teaching and Learning】Narrative Inquiry and Cognitive Construction of CSL / CFL Teachers
Author: Yong-Yi Wu (International College of Chinese Studies, East China Normal University)
Vol.&No.：Vol. 59, No. 2
Date：September 2014
Pages：89-104
DOI：10.6210/JNTNULL.2014.59(2).04
Abstract：
Narrative, as a research approach, can present the behavior and events in instructional practice through “storytelling,” reflecting the educational significance of “stories.” Although narrative study is a developing subject in the education field, it is not common in the field of Chinese as a second language / Chinese as a foreign language (CSL / CFL) research. This paper, through several narrations, explains the importance of performing a narrative inquiry to understand the formation of the knowledge structure of CSL / CFL teachers, elaborating on their cognitive system construction and promoting their professional development. The narrative is not only a research tool but also an approach or medium for the cognitive construction and professional development of teachers.
Keywords：narrative inquiry, CSL / CFL teacher, teacher cognition, professional development, cognitive construction, practical knowledge
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