DOI:

https://doi.org/10.14483/22487085.3761

Published:

2011-07-01

Issue:

Vol 13, No 2 (2011) July-December

Section:

Editorial

Editorial

Authors

Keywords:

editorial (en).

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Abstract (en)

In our previous issue I highlighted the positive impact that classroom research has on the teacher, the context, the field, and on the creation of local knowledge in education. In this issue, I would like to refer to the value of narrative inquiry in education as a methodology for qualitative research and a resource for teacher professional development. Narrative construction is understood by qualitative researchers as a vital human activity that structures experience and gives it meaning (Kramp, 2004).

Abstract (es)

En nuestra edición pasada resalté el impacto positivo de las investigaciones en el aula de clase en los docentes, en el contexto, en el campo y en el desarrollo de conocimiento sobre la educación a nivel local. En esta edición, quisiera referirme al valor que tiene la investigación narrativa como metodología para investigaciones cualitativas en educación y como un recurso para el desarrollo profesional de los docentes. La investigación narrativa es entendida por los que hacen investigación cualitativa como una actividad vital que le da estructura y sentido a la experiencia (Kramp, 2004)

References

Clandinin, J. and F. Connelly, (2000) Narrative Inquiry. Volume: 2, Issue: 1, Publisher: Jossey-Bass

Clavijo, A. (2001). From Teacher Literacy Histories to Classroom Practices. Presentation at the Second International Conference on Teacher Education. Minneapolis, MN, May 17-19.

Espitia, M. & Clavijo, A. (2011). Exploring the pedagogical value of virtual forums and blogs to promote collaboration and learning: a teacher education experience. Colomb. Appl. Linguist. J. Vol. 13, No.2. p.27-40.

Kramp, M. (2004) Exploring Life and Experience through narrative inquiry. In DeMarrais, K. & Lappan, S (Eds) Foundations for Research Methods for Inquiry in Education and the Social Sciences. Mahwah: NJ. LEA

Mendieta, J. (2011) Teachers’ Knowledge of Second Language and Curriculum: A Narrative Experience. PROFILE Vol 13, No 1. p.89-110.

Pinilla, R. (2008). Récits d‟enfants déplacés par la violence en Colombie: approches linguistiques, discursives et interprétatives. Dissertation (PhD in Language Studies) – Faculté de Sciences Humaines, Université René Descartes – Paris 5, Paris.

How to Cite

APA

Clavijo, A. (2011). Editorial. Colombian Applied Linguistics Journal, 13(2), 5–10. https://doi.org/10.14483/22487085.3761

ACM

[1]
Clavijo, A. 2011. Editorial. Colombian Applied Linguistics Journal. 13, 2 (Jul. 2011), 5–10. DOI:https://doi.org/10.14483/22487085.3761.

ACS

(1)
Clavijo, A. Editorial. Colomb. appl. linguist. j 2011, 13, 5-10.

ABNT

CLAVIJO, A. Editorial. Colombian Applied Linguistics Journal, [S. l.], v. 13, n. 2, p. 5–10, 2011. DOI: 10.14483/22487085.3761. Disponível em: https://revistas.udistrital.edu.co/index.php/calj/article/view/3761. Acesso em: 30 nov. 2021.

Chicago

Clavijo, Amparo. 2011. “Editorial”. Colombian Applied Linguistics Journal 13 (2):5-10. https://doi.org/10.14483/22487085.3761.

Harvard

Clavijo, A. (2011) “Editorial”, Colombian Applied Linguistics Journal, 13(2), pp. 5–10. doi: 10.14483/22487085.3761.

IEEE

[1]
A. Clavijo, “Editorial”, Colomb. appl. linguist. j, vol. 13, no. 2, pp. 5–10, Jul. 2011.

MLA

Clavijo, A. “Editorial”. Colombian Applied Linguistics Journal, vol. 13, no. 2, July 2011, pp. 5-10, doi:10.14483/22487085.3761.

Turabian

Clavijo, Amparo. “Editorial”. Colombian Applied Linguistics Journal 13, no. 2 (July 1, 2011): 5–10. Accessed November 30, 2021. https://revistas.udistrital.edu.co/index.php/calj/article/view/3761.

Vancouver

1.
Clavijo A. Editorial. Colomb. appl. linguist. j [Internet]. 2011Jul.1 [cited 2021Nov.30];13(2):5-10. Available from: https://revistas.udistrital.edu.co/index.php/calj/article/view/3761

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