Johnson, K. E., & Golombek, P. R. (Eds.). (2002). Teachers' Narrative Inquiry as Professional Development. Cambridge: Cambridge University Press.
This text's intent is to bring into our professional conversations teachers ways of knowing” – that is, teachers understanding of the experiences that have informed their language teaching. By making teachers ways of knowing public, open to review, and accessible to others in this profession, this text hopes to validate, in ways afforded to other forms of scholarly work, teachers own understanding of the activity of language teaching.