Search results for: Yu Li-Tang

This article examines the ways that students recounted personal and professional stories in classroom discussion in relation to their emerging understanding of what it would mean to become a bilingual educator. The authors found that the storied character of teachers’ knowledge building and identity exploration. Through narratives-in-interaction shared in online written discussion, the participants related experiences and described imagined teacher roles as they made sense of bilingual teaching. The findings also demonstrated how narrative-in-interaction functioned as a learning system through which preservice teachers made diverse knowledge sources their own, connecting individual to collective and theoretical to experiential knowledge.