Editorial: Aprendiendo de la experiencia: Relatos de vida de centros y profesorado

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Bolívar, A., Domingo, J. y Fernández, M. (2001). La investigación biográfico-narrativa en educación. Enfoque y metodología. Madrid: La Muralla.

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Bullough, R. V. Jr. Y Baughman, K. (1995). Continuity and change in teacher development: first year teacher alter five years. Journal of Teacher Education, 44(2), 86-95.

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Butt, R. L., Townsend, D. y Raymond, D. (1990). Bringing Reform to Life: teacher’s stories and professional development. Cambridge Journal of Education, 20(3), 255-268.

Clandinin, J. y Conelly, F. M. (1986). Rhythms of teaching: the narrative Studio of teachre’s personal practical knowledge of classrooms. Teaching and teacher education, 2(4), 377-387.

Clandinin, J. y Conelly, F. M. (1988). Conocimiento práctico personal de los profesores: imagen y unidad narrativa. En L. M. Villar Angulo (Ed.), Conocimiento, creencias y teorías de los profesores, pp. 39-61. Alicante: Marfil.

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Dominicé, P. (1990). Composing Educational Biographies: Group Reflection Through Life Histories. En Mezirow y otros, Fostering critical reflection in adulthood, pp. 194-212. San Franciso: Jossey Bass.

Egan, K. (1985). Teaching as Story-telling: A non-mechanicist Approach to Planning Teaching. Curriculum Studies, 17(4), 397-406.

Elbaz, F. (1991). Research on teachers’ knowledge: the evolution of a discourse. Journal of Curriculum Studies, 23 (1), 1-21.

Eisenhart, M. (1995). The Fax, the Jazz Player, and the Self-Story Teller: How Do People Organize Culture. Anthropology & Education Quarterly, 26(1), 3-26.

Fernández Cruz, M. (1994). Una aproximación biográfica al desarrollo profesional de maestros de educación infantil: ciclo vital, identidad, conocimiento y cultura. Tesis doctoral. Universidad de Granada.

Fernández Cruz, M. (1995). Los ciclos vitales de los profesores. Granada: FORCE-Universidad de Granada.

Freidus, H. (1992). Men in a Women’s World: A Study of Male Second Career Teachers in Elementary Schools. Paper presented at the annual meeting of the AERA. San Francisco.

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Goodson, I. F. (1988). The Making of Curriculum. NY: Falmer Press.

Goodson, I. F. (1994). Studying the teacher’s live and work. Teaching and Teacher Education, Vol. 10, nº 1, 29-37.

Goodson, I. F. (2001). Cambio y biografía personal. En J. M Sancho y F. Hernádnez (Eds.) Simposi obre itineraris de Calvi en l’educació, Barcelona, 15-16 de marzo. Libro electrónico: WWW.mec./es/cide/rieme

Grossman, P. L. (1989). Un estudio comparado: las fuentes del conocimiento didáctico del contenido de la enseñanza del inglés en secundaria. Journal of Teacher Education, 40, 24-31.

Gudmundsdottir, S. (1991). Ways of Seeing are Ways of Knowing. The Pedagogical Centent Knowledge o fan Expert English Teacher. Journal of Curriculum Studies, 23(5), 409-422.

Gudmundsdottir, S. (1996). The eller, the tale, and the one being told: The narrative nature of the research interview. Curriculum Inquiry, 26 (3), 293-305.

Guba E. G. y Lincoln, Y. S. (1989). Fourth Generation Evaluation. London: Sage.

Henry, A. (1995). Growing Up Black. Female, and Working Class: A Teacher’s Narrative. Anthropology & Education Quarterly, 26(3), 279-505.

Hollingsworth, S. (1992). Learning to teach through collaborative conversation: a feminista approach. American Educational Research Journal (2), 373-404.

Huberman, M. (1989). La vie des enseignants. Evolution et bilan d’une profession.Paris: Delachaux & Niestlé.

Huberman, M. (1993). The modelo of the independent artisan in Teacher’s Professional Relations. En J. W. Litte & M. W. McLaughlin (Eds.) Teacher’s Work: Individuals, Colleagues and Contexts. NY: Columbia University Press.

Kainan, A. (1994). An essay-review of the staff room: observing the professional culture. Aldershot: Ashgate Publishing Company.

Kelchtermans, G. (1991). Teachers and their career story. A biographical perspective on professional development. Paper presented at the Fifth Conference of the International Study Association on Teaching Thinking, Guilford, U.K.

Kelchtermans, G. Y Vandenberghe, R. (1993). A Teacher is a Teacher. Teacher’ Professional development from a biographical perspective. Paper presented at the annual meeting of the American Research Association, Atlanta.

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Nias, J. (1989). Primary teachers talking. A Study of teaching as work. London: Routlegde.

Nias, J. (1996). Thinking about Keeling: the emotions in teaching. Cambridge Journal of Education, nº 26, 293-306.

Novoa, A. y Finger, M. (1988). O método autobiográfico e a formaçao. Lisboa: Ministerio da Saúde.

Oja, S. (1989). Teachers: Ages and Stages of adult development. En M. L. Holly y C. S. Mcloughlin, Prespectives on teacher professional development. London: Falmer Press.

Patrick Diamond, C. T. (1993). Writing to reclame self: the use of narrative in teacher education. Teaching and Teacher Education, 9 (5-6), 511- 517.

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Pozas, R. (1962). Juan - the Chamula. An Ethnological Recreation of the Life of a Mexican Indian. LA, CA: University of California Press.

Sikes, P. (1985). The live cycle of the teacher. En S. J. Ball y I. F. Goodson, Teachers’ lives and careers, pp. 60 -70. London: Falmer Press.

Tabachnick, B. y Zeichner, K. (1988). Influencias individuales en las relaciones entre las creencias del profesor y su conducta de clase: estudios de casos de los profesores principiantes de EE.UU. En Villar, L. M., Conocimiento, Creencias y Teorías de los profesores, pp. 135-148. Alicante: Marfil.

Thomas, W. I. y Znaniecki, F. (1918-1921). The Polish Peasant in Europe and America (Vol. I-V). Chicago: Chicago University Press.

Vandenberghe, R. (1996). The staff room: a key place to understand professional culture. Teaching & Teacher Education, 12(1), 115-117.

Van Mannen, M. (1990). Researching Lived Experience. NY: Suny Press.