Ofrecemos una caracterización más detallada del uso de las indagaciones narrativas de los docentes para su desarrollo profesional (Johnson y Golombek, 2002), para lo cual basamos nuestra definición de y la investigación empírica sobre la investigación narrativa de los docentes en la teoría sociocultural de Vygostky. Nuestro propósito consiste en reafirmar nuestra convicción acerca del valor educativo de la investigación narrativa de los docentes como una "exploración sistemática que es conducida por y para los docentes por medio de sus propios relatos y lenguaje" (p. 6). Asimismo, documentamos de manera empírica el papel crucial de los formadores de docentes para crear espacios mediacionales, las interacciones dialógicas y herramientas pedagógicas que promuevan la indagación narrativa de los docentes como forma de desarrollo profesional. También pretendemos re-conceptualizar la indagación narrativa de los docentes como un proceso sin limitantes de tiempo y espacio, y con una naturaleza fluida y emergente

We offer a more nuanced characterization of teachers' narrative inquiry as professional development (Johnson & Golombek, 2002) by grounding our definition of and empirical research on teachers' narrative inquiry from a Vygotskian sociocultural theoretical perspective. Our goal is to reaffirm our belief in the educational value of teachers' narrative inquiry as "systematic exploration that is conducted by teachers and for teachers through their own stories and language" (p. 6), while empirically documenting the crucial role of teacher educators in creating mediational spaces, dialogic interactions, and pedagogical tools for teachers' narrative inquiry to flourish as professional development. It is also our goal to re-conceptualize teachers' narrative inquiry as unbounded by time and place, and as a more fluid and emerging process

Teacher identity and practice have been characterized as being inextricably linked, highlighting the need for L2 teacher educators to support the development of novice teacher identity and the practices that align with it. Informed by a sociocultural perspective on teacher learning (Johnson, 2009), this study traces the development of the identity of a novice teacher as he grapples with a tension while teaching an advanced grammar class. By conducting a narrative inquiry (Johnson & Golombek, 2002), he identified a contradiction between his identity-in-activity (Cross, 2006), expressed through the image of the 'grammar inquisitor' teaching to the test and the communication-focused instructor he aspired to be. His narrative inquiry created a mediational space in which he could 'play' with images, as well as academic concepts that had been introduced in a graduate course on genre-based instruction, and 'imagine' a more satisfying identity-in-activity, expressed as 'synergy' in a curriculum unit he designed for his grammar class.