We propose a novel methodology for analyzing language teacher narrative inquiry: recurrent restorying, teachers engaging in narrative analysis and re-storying of their own previously storied learning-to-teach experiences, concepts, and self-understandings as unbounded by time and place. In recurrent restorying, language teacher narrative inquiry is a tool-and-result activity (Vygotsky, 1978) in that the variously storied learning-to-teach experiences within a teacher education program are the narrative data, and the teachers themselves are the data analysts who trace their own professional development. We present two preservice teachers’ return to their previously storied experiences of learning-to-teach in an MA TESL program and work through the process of recurrent restorying to trace their conceptual development as language teachers. We argue that recurrent restorying has dual transformative powers; it maximizes internalization (the process through which social relations and cultural artifacts take on psychological status for individuals) by allowing teachers to trace how external forms of social interaction serve as the source of their internalized psychological tools for thinking; and it concretizes the mediational role that engagement in recurrent restorying plays in enabling teachers to articulate their conceptual development as teachers (person) and in their teaching (activity).

我们提出了一种分析语言教师叙事探究的新方法：循环重述，教师进行叙事分析，重述他们自己以前的学习教学经验、概念和自我理解，不受时间和地点的限制。在反复重述中，语言教师叙事探究是一种工具和结果活动 (Vygotsky, 1978) 因为在教师教育计划中各种不同的从学习到教学的经历是叙事数据，而教师本身是追踪自己专业发展的数据分析师。我们展示了两位职前教师重返他们之前在 MA TESL 计划中学习教学的故事，并通过反复叙述的过程追踪他们作为语言教师的概念发展。我们认为，经常性的重述具有双重变革力量；它通过允许教师追踪外部社会互动形式如何作为其内化心理工具的来源，从而最大限度地内化（社会关系和文化产物对个人的心理状态产生影响的过程）；