Narrative inquiry invites professional development: educators claim the creative space of praxis

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Show simple item record Latta, Margaret Macintyre Kim, Jeong-Hee 2011-03-14T20:59:45Z 2011-03-14T20:59:45Z 2011-03-14
dc.description.abstract The current educational context, particularly with the passage of the No Child Left Behind Act of 2001, calls for evidence-based measurable student learning outcomes. Increasingly, teachers feel that opportunities for their praxis are closed off to create, adapt, and discern within the act of teaching, leaving them with little felt agency in classrooms. In this paper, we explore how narrative inquiry used as a medium for professional development can create a needed space where teacher agency for praxis is fostered individually and collectively through understanding otherness. We conclude narrative inquiry invites participating educators to claim the creative space of praxis in their classrooms and fosters a culture of professional learning across participants that we see as the formative work necessary within professional development. en_US
dc.relation.uri en_US
dc.rights This is an electronic version of an article published in Macintyre Latta, M. & Kim, J. H. (2009). Narrative inquiry invites professional development: Educators claim the creative space of praxis. The Journal of Educational Research, 103 (2), 137-148. The Journal of Educational Research is available online at with the open URL of your article, which would be the following address: en_US
dc.subject Narrative inquiry en_US
dc.subject Praxis en_US
dc.subject Professional development en_US
dc.subject Creativity en_US
dc.title Narrative inquiry invites professional development: educators claim the creative space of praxis en_US
dc.type Text en_US 2009 en_US
dc.citation.doi DOI: 10.1080/00220670903333114 en_US
dc.citation.epage 148 en_US
dc.citation.issue 2 en_US
dc.citation.jtitle Journal of Educational Research en_US
dc.citation.spage 137 en_US
dc.citation.volume 103 en_US
dc.contributor.authoreid jhkim en_US

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