2._CRD Recurrent_AJ0 restorying_NN1 :_PUN a_AT0 tool-and-result_AJ0 methodology_NN1 
Our_DPS theorizing_NN1 of_PRF recurrent_AJ0 restorying_NN1 as_PRP a_AT0 methodology_NN1 for_PRP language_NN1 teacher_NN1 narrative_NN1 inquiry_NN1 begins_VVZ with_PRP two_CRD critical_AJ0 points_NN2 that_CJT Vygotsky_NP0 made_VVD concerning_PRP the_AT0 development_NN1 of_PRF higher_AJC mental_AJ0 processes_NN2 and_CJC the_AT0 methods_NN2 used_VVN to_TO0 research_VVI them_PNP ._SENT First_ORD ,_PUN by_PRP highlighting_VVG that_CJT "_PUQ social_AJ0 activity_NN1 is_VBZ the_AT0 process_NN1 through_PRP which_DTQ human_AJ0 cognition_NN1 is_VBZ formed_VVN "_PUQ (_PUL Lantolf_NP0 &_NP0 Johnson_NP0 ,_PUN 2007_CRD ,_PUN p._NN0 878_CRD )_PUR ,_PUN recurrent_AJ0 restorying_AJ0 foregrounds_NN2 how_AVQ sustained_AJ0 and_CJC mediated_AJ0 engagement_NN1 in_PRP external_AJ0 social_AJ0 activities_NN2 (_PUL interpsychological_AJ0 )_PUR during_PRP learning-to-teach_NN1 experiences_NN2 (_PUL i.e._AV0 ,_PUN writing_VVG a_AT0 reflective_AJ0 teaching_NN1 journal_NN1 ,_PUN engaging_VVG in_PRP mentor-mentee_NN1 debriefing_NN1 sessions_NN2 ,_PUN etc._AV0 )_PUR creates_VVZ the_AT0 potential_NN1 for_PRP becoming_VVG internalized_AJ0 (_PUL intrapsychological_AJ0 )_PUR psychological_AJ0 tools_NN2 for_PRP reasoning_NN1 about_PRP teaching_VVG and_CJC enacting_VVG teaching_NN1 ._SENT Recurrent_AJ0 restorying_NN1 enables_VVZ teachers_NN2 to_TO0 develop_VVI conscious_AJ0 awareness_NN1 over_PRP the_AT0 pedagogical_AJ0 rationale_NN1 for_PRP instructional_AJ0 activities_NN2 and_CJC the_AT0 ability_NN1 to_TO0 self-regulate_VVI both_DT0 their_DPS thinking_NN1 (_PUL reasoning_NN1 )_PUR and_CJC the_AT0 doing_NN1 (_PUL activity_NN1 )_PUR of_PRF teaching_NN1 ._SENT By_PRP design_NN1 ,_PUN recurrent_AJ0 restorying_NN1 asks_VVZ teachers_NN2 to_TO0 return_VVI to_PRP previously_AV0 storied_AJ0 experiences_NN2 and_CJC make_VVB sense_NN1 of_PRF them_PNP in_PRP new_AJ0 ,_PUN more_AV0 theoretically_AV0 informed_AJ0 ways_NN2 ._SENT As_CJS we_PNP document_VVB in_PRP the_AT0 cases_NN2 presented_VVD here_AV0 ,_PUN the_AT0 processes_NN2 of_PRF recurrent_AJ0 restorying_NN1 highlight_VVB the_AT0 interdependence_NN1 of_PRF cognition_NN1 ,_PUN emotion_NN1 ,_PUN and_CJC activity_NN1 (_PUL Golombek_NP0 &_NP0 Doran_NP0 ,_PUN 2014_CRD )_PUR ,_PUN as_CJS well_AV0 as_CJS the_AT0 dramatic_AJ0 contradictions_NN2 that_CJT often_AV0 emerge_VVB when_AVQ previously_AV0 storied_AJ0 learning-to-teach_NN1 experiences_NN2 differ_VVB from_PRP teachers_NN2 '_POS idealized_AJ0 image_NN1 of_PRF teachers_NN2 (_PUL person_NN1 )_PUR and_CJC teaching_NN1 (_PUL activity_NN1 )_PUR ._SENT 
Second_ORD ,_PUN through_PRP critiquing_VVG the_AT0 experimental_AJ0 approaches_NN2 available_AJ0 during_PRP his_DPS time_NN1 ,_PUN Vygotsky_NP0 (_PUL 1978_CRD )_PUR elaborated_VVD his_DPS research_NN1 methodology_NN1 to_TO0 study_VVI the_AT0 development_NN1 of_PRF higher_AJC cognitive_AJ0 processes_NN2 :_PUN 
The_AT0 search_NN1 for_PRP method_NN1 becomes_VVZ one_CRD of_PRF the_AT0 most_AV0 important_AJ0 problems_NN2 of_PRF the_AT0 entire_AJ0 enterprise_NN1 of_PRF understanding_VVG the_AT0 uniquely_AV0 human_AJ0 forms_NN2 of_PRF psychological_AJ0 activity_NN1 ._SENT In_PRP this_DT0 case_NN1 ,_PUN the_AT0 method_NN1 is_VBZ simultaneously_AV0 prerequisite_NN1 and_CJC product_NN1 ,_PUN the_AT0 tool_NN1 and_CJC the_AT0 result_NN1 of_PRF the_AT0 study_NN1 ._SENT (_PUL p._NN0 65_CRD )_PUR 
This_DT0 difference_NN1 in_PRP method_NN1 has_VHZ been_VBN characterized_VVN by_PRP Newman_NP0 and_CJC Holzman_NP0 (_PUL 1993_CRD )_PUR as_CJS the_AT0 difference_NN1 between_PRP "_PUQ tool-for-result_NN1 "_PUQ and_CJC "_PUQ tool-and-result_NN1 "_PUQ (_PUL p._NN0 37_CRD )_PUR ._SENT Vygotsky_NP0 argued_VVD that_CJT method_NN1 is_VBZ something_PNI to_TO0 be_VBI practiced_VVN ,_PUN not_XX0 applied_VVN ._SENT Tool-for-results_NN2 are_VBB tools_NN2 that_CJT are_VBB constructed_VVN with_PRP a_AT0 particular_AJ0 purpose_NN1 or_CJC goal_NN1 in_PRP mind_NN1 ._SENT For_PRP example_NN1 ,_PUN a_AT0 teacher_NN1 might_VM0 give_VVI a_AT0 vocabulary_NN1 quiz_NN1 to_TO0 determine_VVI if_CJS her_DPS students_NN2 can_VM0 recall_VVI a_AT0 set_NN1 of_PRF new_AJ0 word_NN1 meanings_NN2 ._SENT The_AT0 tool_NN1 (_PUL quiz_NN1 )_PUR is_VBZ created_VVN for_PRP a_AT0 result_NN1 (_PUL assess_VVB learning_NN1 )_PUR ._SENT However_AV0 ,_PUN tool-and-result_NN1 are_VBB tools_NN2 that_CJT are_VBB constructed_VVN and_CJC used_VVN as_PRP part_NN1 of_PRF the_AT0 results_NN2 ._SENT For_PRP example_NN1 ,_PUN a_AT0 teaching_NN1 portfolio_NN1 can_VM0 function_VVI as_PRP a_AT0 tool-for-result_AJ0 activity_NN1 when_CJS teachers_NN2 compile_VVB a_AT0 portfolio_NN1 to_PRP showcase_NN1 their_DPS learning_NN1 ._SENT However_AV0 ,_PUN a_AT0 teaching_NN1 portfolio_NN1 can_VM0 also_AV0 function_VVI as_PRP a_AT0 tool-and-result_AJ0 activity_NN1 since_PRP the_AT0 very_AJ0 process_NN1 of_PRF creating_VVG a_AT0 portfolio_NN1 (_PUL tool_NN1 for_PRP learning_NN1 )_PUR is_VBZ also_AV0 the_AT0 result_NN1 of_PRF the_AT0 learning_NN1 experience_NN1 (_PUL tool_NN1 and_CJC learning_NN1 )_PUR ._SENT Ultimately_AV0 ,_PUN the_AT0 very_AJ0 act_NN1 of_PRF conceptual_AJ0 reflection_NN1 constitutes_VVZ the_AT0 tool_NN1 for_PRP learning_NN1 and_CJC the_AT0 results_NN2 for_PRP development_NN1 (_PUL see_VVB Negueruela_NP0 ,_PUN 2008_CRD )_PUR ._SENT 
Distinguishing_AJ0 tool-for-result_NN1 and_CJC tool-and-result_NN1 activity_NN1 in_PRP terms_NN2 of_PRF narrative_AJ0 analysis_NN1 informs_VVZ our_DPS conceptualization_NN1 of_PRF recurrent_AJ0 restorying_NN1 ._SENT In_PRP our_DPS work_NN1 ,_PUN we_PNP have_VHB also_AV0 used_VVN language_NN1 teacher_NN1 narratives_NN2 as_PRP a_AT0 tool-for-result_NN1 ,_PUN and_CJC as_CJS the_AT0 object_NN1 of_PRF analysis_NN1 ,_PUN and_CJC advocate_VVB its_DPS value_NN1 for_PRP theorizing_VVG and_CJC explaining_VVG various_AJ0 aspects_NN2 of_PRF teacher_NN1 professional_AJ0 development_NN1 (_PUL Golombek_NP0 &_NP0 Johnson_NP0 2004_CRD ,_PUN 2017_CRD ;_PUN Johnson_NP0 ,_PUN 2007_CRD ;_PUN Johnson_NP0 &_NP0 Golombek_NP0 ,_PUN 2002_CRD )_PUR ._SENT Other_AJ0 researchers_NN2 have_VHB likewise_AV0 used_VVN teacher_NN1 narrative_NN1 as_PRP a_AT0 tool-for-result_NN1 activity_NN1 ,_PUN such_DT0 as_PRP narrative_AJ0 frames_NN2 as_PRP a_AT0 tool_NN1 for_PRP data_NN0 gathering_NN1 (_PUL Barkhuizen_NP0 &_NP0 Wette_NP0 ,_PUN 2008_CRD )_PUR ;_PUN collecting_VVG and_CJC analyzing_VVG narratives_NN2 in_PRP research_NN1 on_PRP language_NN1 teaching_NN1 and_CJC learning_NN1 (_PUL Barkhuizen_NP0 ,_PUN Benson_NP0 ,_PUN &_NP0 Chik_NP0 ,_PUN 2013_CRD )_PUR ;_PUN and_CJC teacher_NN1 narratives_NN2 as_PRP ways_NN2 to_TO0 give_VVI voice_NN1 to_PRP local_AJ0 instructional_AJ0 practices_NN2 throughout_PRP the_AT0 globe_NN1 (_PUL Cadman_NP0 &_NP0 Brown_NP0 ,_PUN 2011_CRD ;_PUN Harbon_NP0 &_NP0 Moloney_NP0 ,_PUN 2013_CRD ;_PUN Hayes_NP0 ,_PUN 2013_CRD ;_PUN Kalaja_NP0 ,_PUN Menezes_NP0 ,_PUN &_NP0 Barcelos_NP0 ,_PUN 2008_CRD )_PUR ._SENT A_AT0 profusion_NN1 of_PRF research_NN1 ,_PUN too_AV0 many_DT0 to_TO0 cite_VVI ,_PUN has_VHZ used_VVN written_AJ0 and_CJC oral_AJ0 narratives_NN2 to_TO0 explore_VVI language_NN1 teacher_NN1 identity_NN1 ;_PUN thus_AV0 ,_PUN the_AT0 following_AJ0 scratches_NN2 the_AT0 surface_NN1 of_PRF the_AT0 range_NN1 of_PRF topics_NN2 being_VBG explored_VVN :_PUN nonnative-English-speaking_AJ0 teachers_NN2 (_PUL NNESTs_NN2 )_PUR identities_NN2 (_PUL Park_NP0 ,_PUN 2012_CRD ;_PUN Wolff_NP0 &_NP0 De_NP0 Costa_NP0 ,_PUN 2017_CRD )_PUR )_PUR ;_PUN gender_NN1 and_CJC age_NN1 of_PRF English_AJ0 teachers_NN2 in_PRP Japan_NP0 (_PUL Simon-Maeda_NP0 ,_PUN 2004_CRD ;_PUN Mason_NP0 &_NP0 Chik_NP0 ,_PUN 2020_CRD )_PUR ;_PUN queer_AJ0 English_AJ0 teacher_NN1 identity_NN1 (_PUL Lin_NP0 ,_PUN Trakulkasemsuk_NP0 ,_PUN &_NP0 Zilli_NP0 ,_PUN 2020_CRD ;_PUN Nelson_NP0 ,_PUN 2005_CRD )_PUR ;_PUN restorying_NN1 of_PRF previous_AJ0 narrative_NN1 for_PRP teacher-scholar_AJ0 identity_NN1 (_PUL Vandrick_NP0 ,_PUN 2013_CRD )_PUR ;_PUN and_CJC development_NN1 of_PRF early_AJ0 career_NN1 teachers_NN2 '_POS identity_NN1 (_PUL Jiang_NP0 ,_PUN Yuan_NP0 ,_PUN &_NP0 Yu_NP0 ,_PUN 2021_CRD ;_PUN Ruohotie-Lyhty_NP0 ,_PUN 2013_CRD )_PUR ._SENT In_PRP each_DT0 of_PRF these_DT0 cases_NN2 ,_PUN language_NN1 teacher_NN1 narratives_NN2 are_VBB the_AT0 crucial_AJ0 data_NN0 for_PRP researchers_NN2 to_TO0 analyze_VVI and_CJC then_AV0 theorize_VVB about_AVP how_AVQ past_AJ0 ,_PUN present_AJ0 ,_PUN and_CJC future_AJ0 experiences_NN2 ,_PUN beliefs_NN2 ,_PUN identities_NN2 ,_PUN conditions_NN2 ,_PUN etc._AV0 have_VHB shaped_VVN and_CJC continue_VVB to_TO0 shape_VVI teacher_NN1 professional_AJ0 development_NN1 —_PUN tool-for-result_NN1 ._SENT Even_AV0 though_CJS the_AT0 act_NN1 of_PRF narrating_NN1 can_VM0 change_VVI the_AT0 narrator_NN1 as_PRP part_NN1 of_PRF a_AT0 research_NN1 study_NN1 given_VVN the_AT0 nature_NN1 of_PRF storying_NN1 (_PUL Feryok_NP0 ,_PUN 2020_CRD )_PUR ,_PUN it_PNP remains_VVZ a_AT0 tool-for-result_NN1 ._SENT 
Recurrent_AJ0 restorying_NN1 embodies_VVZ tool-and-result_NN1 activity_NN1 experienced_VVN by_PRP and_CJC for_PRP language_NN1 teachers_NN2 ._SENT Central_AJ0 to_PRP Vygotsky_NP0 's_POS genetic_AJ0 method_NN1 is_VBZ the_AT0 notion_NN1 that_CJT educational_AJ0 practice_NN1 is_VBZ a_AT0 form_NN1 of_PRF scientific_AJ0 research_NN1 ;_PUN a_AT0 theory_NN1 is_VBZ not_XX0 designed_VVN to_TO0 simply_AV0 explain_VVI psychological_AJ0 development_NN1 but_CJC to_TO0 deploy_VVI specific_AJ0 principles_NN2 and_CJC concepts_NN2 of_PRF the_AT0 theory_NN1 to_TO0 change_VVI it_PNP intentionally_AV0 and_CJC fundamentally_AV0 through_PRP appropriately_AV0 organized_AJ0 activities_NN2 ._SENT In_PRP our_DPS methodology_NN1 of_PRF recurrent_AJ0 restorying_NN1 ,_PUN language_NN1 teacher_NN1 narrative_NN1 inquiry_NN1 is_VBZ a_AT0 tool-and-result_AJ0 activity_NN1 in_PRP that_DT0 the_AT0 intentionally_AV0 organized_AJ0 ,_PUN variously_AV0 storied_AJ0 learning-to-teach_NN1 experiences_NN2 within_PRP a_AT0 teacher_NN1 education_NN1 program_NN1 are_VBB the_AT0 narrative_AJ0 data_NN0 ,_PUN or_CJC "_PUQ sites_NN2 of_PRF development_NN1 "_PUQ (_PUL Swain_NP0 ,_PUN Kinnear_NP0 ,_PUN &_NP0 Steinman_NP0 ,_PUN 2011_CRD ,_PUN p._NN0 viii_CRD )_PUR ,_PUN and_CJC the_AT0 teachers_NN2 themselves_PNX are_VBB the_AT0 data_NN0 analysts_NN2 who_PNQ trace_VVB their_DPS own_DT0 professional_AJ0 development_NN1 ._SENT These_DT0 narratives_NN2 can_VM0 thus_AV0 be_VBI understood_VVN as_PRP (_PUL auto_NN1 )_PUR biographical_AJ0 (_PUL Benson_NP0 ,_PUN 2005_CRD )_PUR in_PRP that_DT0 teachers_NN2 story_NN1 and_CJC restory_NN1 using_VVG both_AV0 first-person_AJ0 and_CJC third-person_AJ0 data_NN0 and_CJC methods_NN2 ._SENT Recurrent_AJ0 restorying_NN1 engages_VVZ teachers_NN2 as_PRP researchers_NN2 using_VVG narrative_AJ0 inquiry_NN1 to_TO0 both_AV0 trace_VVI and_CJC understand_VVI their_DPS own_DT0 professional_AJ0 development_NN1 as_PRP language_NN1 teachers_NN2 over_PRP time_NN1 and_CJC place_NN1 ._SENT Furthermore_AV0 ,_PUN the_AT0 original_AJ0 reflections_NN2 ,_PUN expressed_VVN as_PRP narratives_NN2 ,_PUN in_PRP response_NN1 to_PRP specific_AJ0 learning-to-teach_NN1 experiences_NN2 have_VHB been_VBN argued_VVN as_PRP enabling_VVG "_PUQ [_PUL F_ZZ0 ]_PUR or_CJC a_AT0 very_AV0 brief_AJ0 moment_NN1 ,_PUN in_PRP words_NN2 if_CJS not_XX0 fully_AV0 in_PRP activity_NN1 "_PUQ the_AT0 creation_NN1 of_PRF "_PUQ a_AT0 proleptic_AJ0 ,_PUN or_CJC future_AJ0 self_NN1 "_PUQ (_PUL Verity_NP0 ,_PUN 2018_CRD ,_PUN p._NN0 118_CRD )_PUR ._SENT Recurrent_AJ0 restorying_AJ0 buttresses_NN2 prolepsis_NN1 because_CJS language_NN1 teacher_NN1 narrative_NN1 inquiry_NN1 connects_VVZ these_DT0 distinct_AJ0 experiences_NN2 ,_PUN activities_NN2 ,_PUN and_CJC moments_NN2 in_PRP time_NN1 ,_PUN restorying_VVG the_AT0 past_NN1 and_CJC imagining_VVG the_AT0 future_NN1 in_PRP what_DTQ was_VBD then_AV0 their_DPS present_AJ0 time_NN1 ._SENT By_PRP engaging_VVG in_PRP recurrent_AJ0 restorying_AJ0 teachers_NN2 can_VM0 re-experience_VVI and_CJC re-conceptualize_VVI their_DPS professional_AJ0 development_NN1 as_CJS it_PNP is_VBZ unfolding_AJ0 ,_PUN a_AT0 microgenetic_AJ0 analysis_NN1 (_PUL Vygotsky_NP0 ,_PUN 1981_CRD )_PUR of_PRF themselves_PNX as_CJS developing_AJ0 professionals_NN2 ._SENT As_CJS a_AT0 narrative_AJ0 inquiry_NN1 methodology_NN1 ,_PUN in_PRP recurrent_AJ0 restorying_NN1 ,_PUN it_PNP is_VBZ the_AT0 teachers_NN2 themselves_PNX who_PNQ are_VBB organizing_VVG their_DPS previously_AV0 storied_AJ0 experiences_NN2 ,_PUN systematically_AV0 analyzing_VVG them_PNP ,_PUN identifying_VVG the_AT0 external_AJ0 social_AJ0 interactions_NN2 ,_PUN activities_NN2 and_CJC emotional_AJ0 experiences_NN2 that_CJT foster_VVB their_DPS development_NN1 ,_PUN and_CJC then_AV0 tracing_VVG how_AVQ these_DT0 become_VVB internalized_AJ0 psychological_AJ0 tools_NN2 that_CJT capture_VVB their_DPS professional_AJ0 development_NN1 as_PRP language_NN1 teachers_NN2 ._SENT 
3._CRD Method_NN1 :_PUN the_AT0 assignment_NN1 ,_PUN epistemological_AJ0 orientation_NN1 ,_PUN and_CJC data_NN0 analysis_NN1 
The_AT0 narrative_AJ0 inquiry_NN1 methodology_NN1 of_PRF recurrent_AJ0 restorying_NN1 revolves_VVZ around_PRP a_AT0 deceptively_AV0 simply_AV0 course_NN1 assignment_NN1 ._SENT In_PRP essence_NN1 ,_PUN teachers_NN2 are_VBB given_VVN the_AT0 option_NN1 to_TO0 conduct_VVI a_AT0 language_NN1 teacher_NN1 narrative_NN1 inquiry_NN1 into_PRP some_DT0 aspect_NN1 of_PRF their_DPS development_NN1 as_PRP a_AT0 language_NN1 teacher_NN1 ._SENT Rather_AV0 than_CJS simple_AJ0 reflection_NN1 ,_PUN (_PUL i.e._AV0 ,_PUN this_DT0 is_VBZ what_DTQ I_PNP learned_VVD )_PUR ,_PUN they_PNP are_VBB asked_VVN to_TO0 analyze_VVI previously_AV0 storied_AJ0 experiences_NN2 that_CJT they_PNP have_VHB completed_VVN for_PRP different_AJ0 courses_NN2 and_CJC /_PUN or_CJC teaching_VVG experiences_NN2 throughout_PRP their_DPS two-year_AJ0 MA_NN1 TESL_NP0 program_NN1 ._SENT The_AT0 teachers_NN2 have_VHB autonomy_NN1 over_PRP which_DTQ storied_AJ0 experiences_NN2 they_PNP choose_VVB to_TO0 analyze_VVI but_CJC most_AV0 select_AJ0 course_NN1 assignments_NN2 that_CJT asked_VVD them_PNP to_TO0 reflect_VVI on_PRP their_DPS learning-to-teaching_AJ0 experiences_NN2 (_PUL i.e._AV0 ,_PUN reflective_AJ0 teaching_NN1 journal_NN1 entries_NN2 ,_PUN written_AJ0 teaching_NN1 observations_NN2 ,_PUN recorded_AJ0 mentor-mentee_NN1 debriefing_VVG sessions_NN2 ,_PUN reflections_NN2 on_PRP digitally_AV0 recorded_AJ0 teaching_NN1 episodes_NN2 ,_PUN etc._AV0 )_PUR ._SENT Teachers_NN2 also_AV0 have_VHB choice_NN1 over_PRP which_DTQ aspect_NN1 of_PRF their_DPS learning-to-teach_NN1 experiences_NN2 they_PNP may_VM0 wish_VVI to_TO0 focus_VVI on_AVP ,_PUN for_PRP example_NN1 ,_PUN how_AVQ their_DPS questioning_NN1 patterns_NN2 have_VHB changed_VVN from_PRP their_DPS initial_AJ0 learning-to-teach_NN1 experience_NN1 to_PRP the_AT0 final_AJ0 teaching_NN1 practicum_NN1 (_PUL see_VVB Kong_NP0 ,_PUN 2017_CRD )_PUR ._SENT In_PRP the_AT0 cases_NN2 we_PNP offer_VVB here_AV0 ,_PUN the_AT0 first_ORD teacher_NN1 ,_PUN Joy_NP0 ,_PUN analyzed_VVD all_DT0 the_AT0 required_AJ0 storied_AJ0 experiences_NN2 that_CJT occurred_VVD during_PRP her_DPS 15-week_AJ0 practicum_NN1 teaching_NN1 experience_NN1 ._SENT The_AT0 second_ORD teacher_NN1 ,_PUN Mary_NP0 ,_PUN analyzed_VVD three_CRD post-teaching_AJ0 reflections_NN2 that_CJT she_PNP wrote_VVD after_PRP teaching_NN1 three_CRD different_AJ0 lessons_NN2 at_PRP different_AJ0 points_NN2 in_PRP time_NN1 during_PRP the_AT0 MA_NP0 TESL_NP0 program_NN1 ._SENT 
Another_DT0 important_AJ0 feature_NN1 of_PRF recurrent_AJ0 restorying_NN1 as_PRP a_AT0 methodology_NN1 for_PRP language_NN1 teacher_NN1 narrative_NN1 inquiry_NN1 is_VBZ enabling_VVG teachers_NN2 to_TO0 examine_VVI their_DPS previously_AV0 storied_AJ0 experiences_NN2 thoroughly_AV0 and_CJC systematically_AV0 ._SENT To_TO0 do_VDI this_DT0 ,_PUN they_PNP must_VM0 understand_VVI what_DTQ it_PNP is_VBZ that_DT0 narratively_AV0 storied_AJ0 experiences_NN2 represent_VVB ._SENT Taking_VVG up_AVP a_AT0 narrative_AJ0 epistemological_AJ0 stance_NN1 (_PUL Bruner_NP0 ,_PUN 1990_CRD ;_PUN Polkinghorne_NP0 ,_PUN 1983_CRD ;_PUN Sarbin_NP0 ,_PUN 1986_CRD )_PUR teachers_NN2 come_VVB to_TO0 recognize_VVI that_DT0 narratives_NN2 inherently_AV0 are_VBB not_XX0 meant_VVN to_TO0 describe_VVI phenomena_NN2 objectively_AV0 ,_PUN but_CJC rather_AV0 to_TO0 connect_VVI phenomena_NN2 and_CJC infuse_VVB them_PNP with_PRP interpretation_NN1 ._SENT Thus_AV0 ,_PUN narratives_NN2 situate_VVB and_CJC relate_VVB facts_NN2 to_PRP one_CRD another_DT0 ,_PUN and_CJC the_AT0 essence_NN1 of_PRF '_PUQ truth_NN1 '_PUQ is_VBZ how_AVQ phenomena_NN2 are_VBB connected_VVN and_CJC interpreted_VVN ._SENT Additionally_AV0 ,_PUN teachers_NN2 come_VVB to_TO0 recognize_VVI that_CJT the_AT0 social_AJ0 context_NN1 in_PRP which_DTQ the_AT0 narrative_NN1 is_VBZ related_VVN ,_PUN the_AT0 narrator_NN1 's_POS reason_NN1 for_PRP telling_VVG it_PNP ,_PUN the_AT0 narrator_NN1 's_POS narrative_AJ0 competence_NN1 ,_PUN and_CJC the_AT0 nature_NN1 of_PRF the_AT0 audience_NN1 are_VBB all_DT0 important_AJ0 elements_NN2 in_PRP developing_VVG an_AT0 understanding_NN1 of_PRF the_AT0 narrative_NN1 ._SENT Through_PRP recurrent_AJ0 restorying_NN1 ,_PUN teachers_NN2 seek_VVB to_TO0 interpret_VVI a_AT0 series_NN0 of_PRF previously_AV0 restoried_AJ0 learning-to-teach_NN1 experiences_NN2 ,_PUN to_TO0 reconcile_VVI what_DTQ is_VBZ known_VVN with_PRP that_DT0 which_DTQ is_VBZ hidden_VVN ,_PUN and_CJC to_TO0 construct_VVI and_CJC reconstruct_VVI understandings_NN2 of_PRF themselves_PNX as_CJS teachers_NN2 and_CJC of_PRF their_DPS teaching_NN1 with_PRP an_AT0 eye_NN1 to_PRP their_DPS future_AJ0 teaching_NN1 selves_NN2 ._SENT 
Once_CJS teachers_NN2 are_VBB fully_AV0 informed_AJ0 of_PRF and_CJC comfortable_AJ0 with_PRP a_AT0 narrative_AJ0 epistemological_AJ0 stance_NN1 ,_PUN they_PNP are_VBB then_AV0 asked_VVN to_TO0 approach_VVI their_DPS '_PUQ data_NN0 '_PUQ (_PUL a_AT0 self-selected_AJ0 set_NN1 of_PRF narratively_AJ0 storied_AJ0 experiences_NN2 )_PUR based_VVN on_PRP the_AT0 principles_NN2 of_PRF ethnographic_AJ0 semantics_NN1 ,_PUN in_PRP which_DTQ the_AT0 meanings_NN2 that_CJT people_NN0 give_VVB to_PRP their_DPS verbal_AJ0 expressions_NN2 are_VBB the_AT0 primary_AJ0 focus_NN1 of_PRF investigation_NN1 (_PUL Spradley_NP0 &_NP0 McCurdy_NP0 ,_PUN 1972_CRD ;_PUN Spradley_NP0 ,_PUN 1979_CRD )_PUR ._SENT At_PRP this_DT0 point_NN1 teachers_NN2 have_VHB choice_NN1 over_AVP whether_CJS they_PNP will_VM0 conduct_VVI a_AT0 grounded_AJ0 content_AJ0 analysis_NN1 where_AVQ the_AT0 themes_NN2 /_PUN patterns_NN2 emerge_VVB from_PRP the_AT0 data_NN0 or_CJC an_AT0 a_AT0 priori_NN2 content_NN1 analysis_NN1 where_CJS they_PNP select_VVB a_AT0 focus_NN1 of_PRF analysis_NN1 to_TO0 be_VBI imposed_VVN on_PRP the_AT0 data_NN0 (_PUL Bogdan_NP0 &_NP0 Biklen_NP0 ,_PUN 2007_CRD ;_PUN Glaser_NP0 &_NP0 Strauss_NP0 ,_PUN 1967_CRD )_PUR ._SENT They_PNP then_AV0 read_VVD through_PRP their_DPS data_NN0 multiple_AJ0 times_NN2 ,_PUN breaking_VVG it_PNP up_AVP into_PRP idea_NN1 units_NN2 ,_PUN identifying_VVG key_AJ0 ideas_NN2 ,_PUN themes_NN2 ,_PUN patterns_NN2 and_CJC underlining_VVG words_NN2 and_CJC phrases_NN2 that_CJT signal_VVB their_DPS understandings_NN2 and_CJC /_PUN or_CJC interpretations_NN2 of_PRF their_DPS narratively_AJ0 storied_AJ0 experiences_NN2 ._SENT They_PNP also_AV0 look_VVB for_PRP evidence_NN1 of_PRF voice_NN1 or_CJC multiple_AJ0 voices_NN2 ,_PUN attempt_VVB to_TO0 name_VVI the_AT0 key_AJ0 ideas_NN2 ,_PUN themes_NN2 ,_PUN patterns_NN2 ,_PUN and_CJC then_AV0 find_VVB relationships_NN2 among_PRP and_CJC /_PUN or_CJC between_PRP groups_NN2 or_CJC categories_NN2 ._SENT They_PNP are_VBB encouraged_VVN to_TO0 highlight_VVI data_NN0 excerpts_NN2 from_PRP their_DPS previously_AV0 storied_AJ0 experiences_NN2 to_TO0 support_VVI the_AT0 themes_NN2 they_PNP identify_VVB and_CJC the_AT0 claims_NN2 they_PNP make_VVB as_PRP the_AT0 craft_NN1 their_DPS narrative_AJ0 inquiry_NN1 ._SENT 
4._CRD Data_NN0 samples_NN2 illustrating_VVG recurrent_AJ0 restorying_NN1 
To_TO0 convey_VVI how_AVQ recurrent_AJ0 restorying_NN1 is_VBZ manifested_VVN in_PRP each_DT0 of_PRF the_AT0 teacher_NN1 's_POS narratives_NN2 ,_PUN we_PNP first_ORD identify_VVB how_AVQ they_PNP selected_VVD their_DPS data_NN0 and_CJC the_AT0 problems_NN2 /_PUN themes_NN2 they_PNP identified_VVD as_AV0 salient_AJ0 in_PRP their_DPS professional_AJ0 development_NN1 ._SENT Trying_VVG to_TO0 truncate_VVI the_AT0 three_CRD problems_NN2 /_PUN themes_NN2 (_PUL their_DPS language_NN1 )_PUR they_PNP detailed_VVD to_TO0 trace_VVI their_DPS development_NN1 over_PRP approximately_AV0 fifteen-page_AJ0 narratives_NN2 is_VBZ not_XX0 straightforward_AJ0 ._SENT As_CJS a_AT0 result_NN1 ,_PUN we_PNP chose_VVD to_TO0 focus_VVI on_PRP one_CRD problem_NN1 /_PUN theme_NN1 per_PRP teacher_NN1 to_TO0 illustrate_VVI how_AVQ teachers_NN2 '_POS recurrent_AJ0 restorying_NN1 of_PRF their_DPS previous_AJ0 experiences_NN2 ,_PUN as_PRP tool-and-method_NN1 ,_PUN enables_VVZ teachers_NN2 to_TO0 trace_VVI how_AVQ external_AJ0 forms_NN2 of_PRF social_AJ0 activity_NN1 serve_VVB as_PRP the_AT0 source_NN1 of_PRF internalized_AJ0 psychological_AJ0 tools_NN2 for_PRP thinking_NN1 ;_PUN and_CJC how_AVQ recurrent_AJ0 restorying_NN1 mediates_VVZ teachers_NN2 to_TO0 articulate_VVI their_DPS conceptual_AJ0 development_NN1 as_PRP teachers_NN2 (_PUL person_NN1 )_PUR and_CJC their_DPS teaching_NN1 (_PUL activity_NN1 )_PUR ._SENT We_PNP also_AV0 want_VVB to_PRP showcase_NN1 these_DT0 teachers_NN2 '_POS voices_NN2 in_PRP their_DPS (_PUL unedited_AJ0 )_PUR writing_NN1 ._SENT We_PNP attempt_VVB to_TO0 set_VVI up_AVP what_DTQ the_AT0 teachers_NN2 wrote_VVD to_TO0 show_VVI their_DPS analysis_NN1 ,_PUN not_XX0 ours_PNP ;_PUN thus_AV0 ,_PUN our_DPS comments_NN2 structure_VVB the_AT0 excerpts_NN2 for_PRP ease_NN1 of_PRF reading_NN1 ._SENT We_PNP differentiate_VVB the_AT0 font_NN1 of_PRF the_AT0 data_NN0 ,_PUN which_DTQ includes_VVZ the_AT0 recurrent_AJ0 restorying_NN1 of_PRF their_DPS language_NN1 teacher_NN1 narrative_NN1 inquiry_NN1 (_PUL regular_AJ0 font_NN1 )_PUR and_CJC excerpts_NN2 from_PRP their_DPS previously_AV0 storied_AJ0 reflections_NN2 (_PUL italics_NN2 )_PUR ._SENT 
To_TO0 link_VVI these_DT0 excerpts_NN2 to_PRP our_DPS theorizing_NN1 ,_PUN however_AV0 ,_PUN what_DTQ we_PNP do_VDB interpret_VVI as_PRP happening_VVG through_PRP these_DT0 narratives_NN2 is_VBZ that_CJT as_CJS the_AT0 teachers_NN2 step_VVB back_AVP to_TO0 trace_VVI their_DPS development_NN1 (_PUL third-person_AJ0 analysis_NN1 )_PUR ,_PUN they_PNP are_VBB no_AV0 longer_AV0 in_PRP the_AT0 midst_NN1 of_PRF the_AT0 very_AV0 intense_AJ0 learning-to-teach_NN1 experience_NN1 (_PUL first-person_AJ0 experience_NN1 )_PUR ._SENT Instead_AV0 ,_PUN they_PNP are_VBB looking_VVG back_AVP at_PRP their_DPS own_DT0 words_NN2 ,_PUN their_DPS own_DT0 feelings_NN2 ,_PUN interactions_NN2 with_PRP their_DPS mentor_NN1 teacher_NN1 and_CJC the_AT0 students_NN2 ,_PUN and_CJC their_DPS own_DT0 teaching_NN1 practices_NN2 ._SENT And_CJC now_AV0 things_NN2 look_VVB and_CJC feel_VVB different_AJ0 ._SENT The_AT0 power_NN1 for_PRP these_DT0 teachers_NN2 ,_PUN of_PRF restorying_VVG their_DPS previously_AV0 storied_AJ0 learning-to-teach_NN1 experiences_NN2 ,_PUN is_VBZ that_CJT they_PNP can_VM0 stand_VVI back_AVP ,_PUN re-think_VVB and_CJC re-see_VVB these_DT0 multiple_AJ0 experiences_NN2 and_CJC by_PRP doing_VDG so_AV0 they_PNP are_VBB able_AJ0 to_TO0 trace_VVI the_AT0 development_NN1 of_PRF their_DPS own_DT0 pedagogical_AJ0 reasoning_NN1 ,_PUN highlighting_VVG the_AT0 trajectory_NN1 of_PRF their_DPS professional_AJ0 development_NN1 as_PRP language_NN1 teachers_NN2 ._SENT 
4.1_CRD ._SENT Recounting_VVG critical_AJ0 moments_NN2 :_PUN Joy_NP0 's_POS narrative_AJ0 inquiry_NN1 
"_PUQ By_PRP recounting_VVG critical_AJ0 moments_NN2 that_CJT capture_VVB exceptional_AJ0 experiences_NN2 ,_PUN novice_NN1 teachers_NN2 can_VM0 gain_VVI a_AT0 comprehensive_AJ0 view_NN1 of_PRF their_DPS learning_NN1 to_TO0 teach_VVI experiences_NN2 ._SENT "_PUQ 
Joy_NP0 ,_PUN 4th_ORD semester_NN1 Chinese_AJ0 MA_NP0 TESL_NP0 student_NN1 
4.1.1_CRD ._SENT Joy_NP0 's_POS selection_NN1 of_PRF data_NN0 and_CJC analysis_NN1 
In_PRP Joy_NP0 's_POS language_NN1 teacher_NN1 narrative_NN1 inquiry_NN1 ,_PUN she_PNP traces_VVZ her_DPS own_DT0 professional_AJ0 development_NN1 as_PRP a_AT0 novice_NN1 language_NN1 teacher_NN1 over_PRP the_AT0 course_NN1 of_PRF her_DPS 15-week_AJ0 practicum_NN1 experience_NN1 ._SENT 
