The authors examine the field of contemporary teacher knowledge research. Specifically, they examine the use of narrative representations by researchers in this field. They make a general argument for the development of distinct narrative genres in teacher knowledge research because considerations of distinct genre styles can help researchers refine their craft and can inform the development of appropriate standards by which different forms of narrative research might be judged. Building on this argument, they offer an outline of the features of some genres that seem to be currently emerging in teacher knowledge writings. The article closes with an examination of the implications the emergence of narratives genres would have for teacher education research.
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