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This article looks at teacher knowledge as a joint construction of teachers and researchers. It focuses on narrative discourse as a representational medium for formulating knowledge in the specific setting of the research interview. The article analyzes the contrasting narrative practices of two teachers in terms of how they formulate versions of self. These practices are seen as differentially situating the two teachers in terms of the large-scale research networks within which knowledge is constituted.
Nespor et al. (Sun,) studied this question.