Publicity of Personal Knowledge:Experience Interruption and Theoretical Growth of Teachers in Narrative Inquiry
What is a good narrative inquiry?How can teachers write good narrative exploration works?What is the unique contribution of narrative research?Through the teaching and research of narrative inquiry writing,it has been found that frontline teachers often lack naming and speaking awareness in narrative inquiry writing.Through three paths of engaging naming,shifting from reporting to others to engaging in dialogues with others,and finding the charm points that touch their own hearts,teachers can establish the preliminary theo-retical awareness.The research questions of narrative exploration often begin with tension,contradiction,op-position,dilemma,paradox in individual experience.Teachers should be good at discovering pain points,highlighting conflict points,reflecting on contradictions/opposition points,and finding blind spots.The bottle-neck of narrative inquiry writing can be overcome via theory,courage,action,and metaphor.The metaphor in narrative inquiry is not rhetorical,but interpretive;not just a word,but a highly experiential summary,a vi-brant theoretical imagination.A good narrative inquiry has three qualities:concerning the individual's sense of life and moral dilemma,interrupting the teacher's routine experience to shake the rigid social and cultural psy-chology in the process of self-reflection;shifting from technical reflection to practical and liberating reflection which produce personal knowledge.Narrative inquiry is the knowledge about people,for people,and being people.It has multiple powers that promote the problem clarity or release,relationship clarification and change,and the emergence and growth of theoretical life.
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