Edited by Atta Gebril
[AILA Applied Linguistics Series 15] 2017
► pp. 249–268
Recent research has explored narrative functions in various public contexts, including professional settings (Dyer and Keller-Cohen, 2000; Holmes and Marra, 2005; Marra and Holmes, 2004). In teacher education research, however, narrative analysis, or the study of narratives-in-interaction, has generally been neglected (Vásquez, 2007a; 2011b). This two-year study concerns the functions and characteristics of student teacher narratives in computer-mediated discourse. The study addresses the limited research on teacher narratives in online discussions and the analysis of small stories in TESOL (Teaching English to Speakers of Other Languages) teacher education. Drawing on the dimensional approach of Ochs and Capps (2001), the narratives are examined in relation to their tellability and embeddedness, which intertwine with indicators of social presence.