Search results for: Narrative inquiry
Page 1/3 29 items
The data shared in this article is related to several critical incidents that occurred during summer of 2019 during a summer literacy programme where tutors worked with elementary age students in a university literacy centre. Each incident adds to learning by PSTs on professional behaviour. The paper will be thematically organised across four critical incidents. The first two involved conflict between three tutors, broadly. In one, a student was involved as the tutors engaged in personal conflict. In the second, the tutors alone were involved, however, the escalation of the situation occurred quite quickly. In the third narrative, the authors re-story a critical incident that involved the researchers and one of the teacher candidates across multiple moments in the programme. In the final narrative, model behaviour by two tutors was exhibited when handling mandated reporting.
Updated: Oct. 14, 2021
This paper presents a narrative inquiry study on agency development in student-teachers of an English language teacher program at a public university in the south of Colombia. The authors’ goal was to understand how student-teachers develop agency when narratively inquiring their community by planning and conducting community-based pedagogy projects on issues they found pertinent to investigate. The data were gathered through semi-structured focus group interviews, individual journal entries, and video-recorded talks about their inquiries. As a conclusion, they acknowledge that certain social and narrative practices such as interacting within their inquiry groups, interacting with their communities, voicing their communities’ necessities, and acting upon the inquired necessities facilitated developing agency and contributed to rethinking their roles as transformative members of their communities.
Updated: Jan. 30, 2021
As global migration increases, teachers increasingly need to cope with the difficulties of immigrant students. Using the narratives of beginning teachers, the authors focus on two main questions: What process do beginning teachers undergo in coping with injustices committed against their students? And how do they act in cases of social injustice that arise in their work? The narrative inquiry on which this article is based helps to gain a better understanding of beginning teachers’ social justice experiences and perceptions. Findings point to a process of critical reflection on exclusion and inclusion which prompts action for social justice on two levels: individual and school system. The article sheds light on the contribution of beginning teachers’ narratives to understanding the notion of social justice, and its significant implications for teacher education.
Updated: Dec. 29, 2020
A tribute to ‘unsung teachers’: teachers’ influences on students enrolling in STEM programs with the intent of entering STEM careers
This narrative inquiry examines teachers’ influences on undergraduate and graduate students who enrolled in STEM programs and intended to enter STEM careers. Three National Science Foundation (NSF) scholarship grants sat in the backdrop. Narrative exemplars were crafted using the interpretative tools of broadening, burrowing, storying and restorying, fictionalisation and serial interpretation. Three diverse students’ narratives constituted the science education cases: one from teacher education, another arising from cyber technology and a third involving cyber security. The influence of the university students’ former teachers cohered around five themes: 1) same program-different narratives, 2) in loco parentis, 3) counter stories, 4) learning in small moments, and 5) the importance of the liberal arts in STEM education. The students’ narratives form instructive models for their siblings and other students pursuing STEM degrees and careers. Most importantly, the multiperspectival stories of experiences capture the far-reaching impact of ‘unsung teachers’ whose long-term influence is greatly underestimated by the public.
Updated: Dec. 12, 2019
In this article, the authors were interested to examine the teaching experiences that lead beginning teachers to become early career leavers. The authors found that the participants learned to tell acceptable stories about why they decided to leave teaching profession. For example, one participant argued that she left teaching career because she wanted to become a mother or because she was accepted to graduate school. However, the authors argue that these answers are also cover stories that silence the struggles she experienced at school. Her silence about the harder to tell more complex stories could have disrupted the professional knowledge landscape of schools.
Updated: Nov. 08, 2017
The author wondered why so many beginning teachers leave the profession. The author proposes to frame the problem as one of teacher identity making and identity shifting in order to understand the experiences of beginning teacher attrition.In what follows the author uses the stories of his experiences as a beginning teacher as a way to narratively read the ways beginning teacher attrition has been conceptualized. Through his experiences as a teacher, and his autobiographical narrative inquiry work, the author has begun to frame beginning teacher attrition as a problem that compels inquiry into teacher identity making and identity shifting as a way to narratively understand the experiences of beginning teachers.
Updated: Jul. 25, 2017
This study examined, through the lens of narrative inquiry, the lived experience of a beginning teacher during her first two years in a neoliberal school system. This narrative inquiry has revealed how an idealistic beginning teacher, enamoured with a constructivist pedagogy and eager to teach and inspire, was engulfed by a neoliberal school culture and taught in a way antithetical to what she had believed. The authors conclude that this story illustrates how neoliberal thinking and practice have impacted the lived experiences of an ordinary beginning teacher and helps to illuminate potential causes of tension and conflict that novice teachers in Singapore are likely to encounter in their induction into the profession and their adoption of alternative pedagogies to teach against the grain of educational neoliberalism that has taken a stranglehold on Singapore’s school system.
Updated: Aug. 02, 2015
Stories of Practitioner Enquiry: Using Narrative Interviews to Explore Teachers’ Perspectives of Learning to Learn
This article describes the decision to use narrative interviews in conjunction with an iterative validation process between the researchers and the participating teachers in research project at Newcastle University. This article examines how the decision to use narrative interviews supported a meaningful and ethical exchange between the teachers and researchers.The article also explores where knowledge generation was foregrounded, and how despite each teacher producing a unique, highly contextual story, cross-narrative themes emerged which have enabled the research team to broaden our understanding of practitioner enquiry.
Updated: Sep. 17, 2014
This article will describe two of the author's personal stories to try to explore the secret or opaque space between the original telling and retelling of stories in narrative inquiry. Based upon her difficult struggles with the two stories of tea, school, and narrative, the author suggests that narrative inquiry has to be a complex loop of relationship, reflexivity, responsibility, and recursion.
Updated: Sep. 17, 2014
The authors reconsider five principles: historical continuity; reflexivity; dialectics; workability; and evocativeness. These five principles are critically examined from two viewpoints. First, the authors discuss comments on the quality of the principles, referring to contemporary discussion within the philosophy of science. Second, they review some empirical action research reports in which these principles have been applied.
Updated: Apr. 28, 2013