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), 6^th 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, 6^th edition (2010).

References

 American Psychological Association. (2010). Publication manual of the American Psychological 

          Association (6^th ed.). Washington, DC: American Psychological Association.