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Self‐Storying, Self‐Understanding: Toward a Narrative Approach to EFL Teacher Education

2000; Wiley; Volume: 9; Issue: 3 Linguagem: Inglês

10.1002/j.1949-3533.2000.tb00264.x

1949-3533

A. Gerardo, Elizabeth D. Contreras,

EFL/ESL Teaching and Learning

TESOL JournalVolume 9, Issue 3 p. 24-27 Self-Storying, Self-Understanding: Toward a Narrative Approach to EFL Teacher Education A. Gerardo, A. Gerardo Faculty Member Gerardo A. Contreras E. is a faculty member at the University of Los Andes, Táchira, in Venezuela. He is currently pursuing his Phd in rhetoric and linguistics at Indiana University of Pennsylvania, in the United States. His research and teaching interests include the uses of storytelling in EFL teacher education, narrative inquiry, literacy, and contextualized approaches to assessment.Search for more papers by this authorE. Contreras, E. Contreras Gerardo A. Contreras E. is a faculty member at the University of Los Andes, Táchira, in Venezuela. He is currently pursuing his Phd in rhetoric and linguistics at Indiana University of Pennsylvania, in the United States. His research and teaching interests include the uses of storytelling in EFL teacher education, narrative inquiry, literacy, and contextualized approaches to assessment.Search for more papers by this author A. Gerardo, A. Gerardo Faculty Member Gerardo A. Contreras E. is a faculty member at the University of Los Andes, Táchira, in Venezuela. He is currently pursuing his Phd in rhetoric and linguistics at Indiana University of Pennsylvania, in the United States. His research and teaching interests include the uses of storytelling in EFL teacher education, narrative inquiry, literacy, and contextualized approaches to assessment.Search for more papers by this authorE. Contreras, E. Contreras Gerardo A. Contreras E. is a faculty member at the University of Los Andes, Táchira, in Venezuela. He is currently pursuing his Phd in rhetoric and linguistics at Indiana University of Pennsylvania, in the United States. His research and teaching interests include the uses of storytelling in EFL teacher education, narrative inquiry, literacy, and contextualized approaches to assessment.Search for more papers by this author First published: 30 December 2011 https://doi.org/10.1002/j.1949-3533.2000.tb00264.x AboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onEmailFacebookTwitterLinkedInRedditWechat References A. Banks, & S. Banks (Eds.). (1998). Fiction and social research. By ice or fire. Walnut Creek, CA: Altamira. Google Scholar Carter, K. (1993). 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