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Cited by 34Teacher Education and Leadership StudiesReflective Practices in EducationEFL/ESL Teaching and Learning

The DOI matches its Crossref record; 1 of the 1 references it cites were found in a registry or an index.

Recurrent restorying through language teacher narrative inquiry

Golombek, Paula R., Johnson, Karen E.·2021·System
DOI 10.1016/j.system.2021.102601
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Crossref · 10.1016/j.system.2021.102601

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1 of 1 references verified0 citation errors · 0 not checkable

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Citations

Cites

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Research works printed but not linked: 24

  1. Barkhuizen, 2011, Narrative knowledging in TESOL, TESOL Quarterly, 45, 391, 10.5054/tq.2011.261888 · DOI
  2. Barkhuizen, 2008, Narrative frames for investigating the experiences of Language teachers, System, 36, 372, 10.1016/j.system.2008.02.002 · DOI
  3. Benson, 2014, Narrative inquiry in applied linguistics research, Annual Review of Applied Linguistics, 34, 154, 10.1017/S0267190514000099 · DOI
  4. Cadman, 2011, TESOL and TESD in remote aboriginal Australia: The ''true'' story?, TESOL Quarterly, 45, 440, 10.5054/tq.2011.256794 · DOI
  5. Feryok, 2020, Perezhivanie and experiencing in language teacher development, European Journal of Applied Linguistics and TEFL, 9, 25
  6. Golombek, 2014, Unifying cognition, emotion, and activity in language teacher development, Teaching and Teacher Education, 39, 102, 10.1016/j.tate.2014.01.002 · DOI
  7. Golombek, 2004, Narrative Inquiry as a mediational space: Examining cognitive and emotional dissonance in second language teachers' development, Teachers and Teaching: Theory and Practice, 10, 307, 10.1080/1354060042000204388 · DOI
  8. Golombek, 2017, Re-conceptualizing teachers' narrative inquiry as professional development, Profil, 19, 15, 10.15446/profile.v19n2.65692 · DOI
  9. Jiang, 2021, Transitioning from pre-service to novice: A study on Macau EFL teachers' identity change, Asia-Pacific Education Research, 30, 11, 10.1007/s40299-020-00510-4 · DOI
  10. Johnson, 2006, The sociocultural turn and its challenges for L2 teacher education, TESOL Quarterly, 40, 235, 10.2307/40264518 · DOI
  11. Johnson, 2007, Tracing teacher and student learning in teacher‐authored narratives, Teacher Development, 11, 175, 10.1080/13664530701442879 · DOI
  12. Johnson, 2011, The transformative power of narrative in second language teacher education, TESOL Quarterly, 45, 486, 10.5054/tq.2011.256797 · DOI
  13. Johnson, 2020, Informing and transforming language teacher education, Language Teaching Research, 24, 116, 10.1177/1362168818777539 · DOI
  14. Johnson, 2020, Praxis-oriented pedagogy and the development of L2 novice teacher expertise, The European Journal of Applied Linguistics and TEFL, 9, 3
  15. Lantolf, 2007, Extending Firth and Wagner's (1997) ontological perspective to L2 classroom praxis and teacher education, The Modern Language Journal, 91, 875, 10.1111/j.1540-4781.2007.00675.x · DOI
  16. Lin, 2020, When queer meets teacher: A narrative inquiry of the lived experience of a teacher of English as a foreign language, Sexuality & Culture, 24, 1064, 10.1007/s12119-020-09748-y · DOI
  17. Mason, 2020, Age, gender and language teacher identity: Narratives from higher education, Sexuality & Culture, 24, 1028, 10.1007/s12119-020-09749-x · DOI
  18. Nelson, 2005, Transnational/Queer: Narratives from the contact zone, Journal of Curriculum Theorizing, 2, 109
  19. Park, 2012, “I am never afraid of being recognized as an NNES”: One teacher's journey in claiming and embracing her nonnative-speaker identity, TESOL Quarterly, 46, 127, 10.1002/tesq.4 · DOI
  20. Ruohotie-Lyhty, 2013, Struggling for a professional identity: Two newly qualified language teachers' identity narratives during the first years at work, Teaching and Teacher Education, 30, 120, 10.1016/j.tate.2012.11.002 · DOI
  21. Simon-Maeda, 2004, The complex construction of professional identities: Female EFL educators in Japan speak out, TESOL Quarterly, 38, 405, 10.2307/3588347 · DOI
  22. Verity, 2018, Coming around: Tutors, orientation, and prolepsis, Journal of Academic Writing, 8, 114, 10.18552/joaw.v8i2.466 · DOI
  23. Vygotsky, 1987, vol. 1
  24. Wolff, 2017, Expanding the language teacher identity landscape: An investigation of the emotions and strategies of a NNEST, The Modern Language Journal, 101, 76, 10.1111/modl.12370 · DOI

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Metadata

Authors
Golombek, P. R., & Johnson, K. E.
Affiliations
  • University of Florida (US)
  • Pennsylvania State University (US)
Corresponding author
Golombek, Paula R.
ORCID
Venue
System
Publisher
Elsevier BV
Published
2021-11
Volume
102
Pages
102601
ISSN
0346-251X (ISSN-L)
DOI
10.1016/j.system.2021.102601
OpenAlex
W3191102863
Cited by
34
References
1
Citations by year
2026: 5 · 2025: 8 · 2024: 7 · 2023: 10 · 2022: 3 · 2021: 1
FWCI
9.23
Type
journal article
Language
en
Open access
closed
Licence
Locations
  • System (publishedVersion)
  • ScholarSphere (Penn State Libraries) (submittedVersion)
Topics
  • Social Sciences › Education › Teacher Education and Leadership Studies
  • Social Sciences › Education › Reflective Practices in Education
  • Social Sciences › Arts and Humanities › Language and Linguistics › EFL/ESL Teaching and Learning
Keywords
narrative inquiry, language teacher education, pre-service teachers, learning to teach, teacher professional development, internalization, Vygotsky, conceptual development, ESL teaching, teacher self-understanding

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CoChat. (2026). Citation check: Recurrent restorying through language teacher narrative inquiry. https://app.cochat.ai/papers/10.1016/j.system.2021.102601
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Golombek, P. R., & Johnson, K. E. (2021). Recurrent restorying through language teacher narrative inquiry. System. https://doi.org/10.1016/j.system.2021.102601