The stance approaches the teacher as a curriculum maker (Clandinin and Connelly 1992, Craig and Ross 2008), one who is both a knower and doer in the educational enterprise. The research perspective is sensitive to the roles and stories given to teachers by policy makers, administrators and the public-at-large as well as the narratives teachers live and tell, and re-live and re-tell, of their own accord. (p. 83-84)

Csaba Osvath