Working with APA Style
ANALYSIS
Analysis of In- Text Citations
The aim of this written passage is to
analyze the use of in-text citations used by Dolk & den Hertog (2008) in
their acticle “Narratives in Teacher Education” based on the theory provided in
American Psychological Association (APA) Manual (2010), 6th edition.
In this article, Dolk & den Hertog (2008)
paraphrase with their own words phrases from other authors, therefore they
include the surname of the referenced authors followed by the year of
publication into brackets as shown in the following example:
As Freudenthal (1991) stated, teaching
and didactical experiences result from observing learning processes.
Another way of paraphrasing is
mentioning the author in an indirect way, then the name of the referenced
author and the year of the publication are both inserted in the text between
parenthesis. An example of this is:
In our conception design research, or
developmental research as it is called in The Netherlands (Gravemeijer, 1994),
is driven by the cyclic process of thought experiments and education
experiments that is at the heart of educational design.
Only one block quotation is included by
Dock & den Hertog (2008) in their article. Block quotations comprises by
forty or more words and the names of the authors are followed by the year of
the publication into brackets. The example extracted from the article in its
page 216 is:
Doyle
and Carter (2003) saw narrative knowing as an important part of teacher
education.
The
key phrase here is that we, as human beings, live storied lives, that we story
the experiences we have. Although several stories of any particular experience
are possible, it is very difficult to story what we have not yet experiences.
Moreover, although experience does not uniquely determine a story, all stories
are constrained by the experiences upon which they are forged. However,
experience is a troublesome, if not unruly, term in teacher education
curriculum. Of course, calls for infusing field experience into teacher preparation
are pervasive, and student teaching is often seen as a capstone of programmes,
especially by students. Yet, teacher educators are often ambivalent about
experience in the preparatory curriculum and even distrust it. There are, for
example, prominent members of the teacher education community who have written
of the miseducative consequences of field experience…This distrust exists for
several legitimate reasons, but for present purposes it can be said that the
skepticism has led to an underestimation of the potency of direct experience in
the stories our students create.
On the whole, this article written by
Dolk and den Hertog (2008) is ruled by the use in- text quotations stated in American
Psychological Association mamual, 6th edition (2010).
References
American
Psychological Association. (2010). Publication
manual of the American Psychological
Comentarios
Publicar un comentario