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Stories of Experience and Narrative Inquiry
Abstract
Although narrative inquiry has a long intellectual history both in and out of education, it is increasingly used in studies of educational experience. One theory in educational research holds that humans are storytelling organisms who, individually and socially, lead storied lives. Thus, the study of narrative is the study of the ways humans experience the world. This general concept is refined into the view that education and educational research is the construction and reconstruction of personal and social stories; learners, teachers, and researchers are storytellers and characters in their own and other's stories. In this paper we briefly survey forms of narrative inquiry in educational studies and outline certain criteria, methods, and writing forms, which we describe in terms of beginning the story, living the story, and selecting stories to construct and reconstruct narrative plots. Certain risks, dangers, and abuses possible in narrative studies are discussed. We conclude by describing a two-part research agenda for curriculum and teacher studies flowing from stories of experience and narrative inquiry.
... The task of the researcher in narrative inquiry is to describe the events of a story as interpreted by the researcher and participants (Coulter & Smith, 2009). Narrative inquiry also entails restorying (Connelly & Clandinin, 1990), which is the gathering of information from participants, analyzing for key elements, and rewriting events in chronological order (Ollerenshaw & Creswell, 2002). ...
... In narrative inquiry, context, the relationship between researcher and participants, and the timeline of events are key aspects. The context of events allows the reader to feel as if they are experiencing the story along with the character and can consist of physical environments and actions of characters (Connelly & Clandinin, 1990;Coulter & Smith, 2009). Narrative inquiry should also occur in the context of a relationship of equity between the researcher and participantswhere both parties have a voice in shaping the relationship and the narrative (Clandinin, 2006;Connelly & Clandinin, 1990). ...
... The context of events allows the reader to feel as if they are experiencing the story along with the character and can consist of physical environments and actions of characters (Connelly & Clandinin, 1990;Coulter & Smith, 2009). Narrative inquiry should also occur in the context of a relationship of equity between the researcher and participantswhere both parties have a voice in shaping the relationship and the narrative (Clandinin, 2006;Connelly & Clandinin, 1990). As such, the researcher first listens to the story of the participants and participants contribute additions and corrections to the narrative (Ollerenshaw & Creswell, 2002). ...
Student voice can be a powerful tool in urban schools. Student voice programs engage students in the educational policies and practices that impact their lives and provides educators a glimpse into the experiences and needs of students, particularly those from marginalized backgrounds. However, successful student voice programs rely upon adult partnership and too often educators and administrators act in ways that stifle the voice of youth. In this article I employed narrative inquiry to examine the experiences of a group of students of color in an urban school district as they advocated for student voice in school safety policies in their district. As these young people attempted to work with school leaders, district administrators and school board members, they encountered manipulation, threats, and tokenism. This article highlights the importance of youth learning to navigate adult agendas, the strategies educational leaders use to silence student voice, and the importance of supportive adult relationships in promoting student voice.
... Considering the increased migration of people around the globe, this knowledge becomes even more significant. In this article we explore, using Narrative Inquiry (Connelly & Clandinin, 1990, what we can learn from patient stories about their illness experiences. We discover what is possible through this exemplar of stories told by four older South Asian women, immigrants to Canada, living with heart illness long after discharge from hospital. ...
... Since the intent is to learn how these women experience living with heart illness, Connelly and Clandinin's (1990) Narrative Inquiry qualitative research approach is used. Narrative Inquiry is a personal experience method that explores and interprets the lived and told stories through the three dimensions of experience, referred to as common places: temporality, sociality and place (Connelly & Clandinin, 2006, p. 479 -481). ...
Background: Patients’ illness stories are valuable information that supports person-centred care across the illness trajectory. Aims: To learn how older South Asian immigrant women experience living with heart illness long after discharge from hospital. Method: We used narrative inquiry, a personal experience method that explores and interprets lived and told stories through the three dimensions of experience. Design: Four participants, over the age of sixty, living with heart illness for over ten years, were invited to engage in narrative interview and Narrative Reflective Process. Outcomes: Giving patients voice, allows caregivers insight into the human experience of illness beyond hospitalization. Considering the increased migration of people around the globe, this knowledge is significant in provision of person-centred care. Implications: Person-centred care does not end with the hospitalization and outpatient clinics. Inter-disciplinary teams need to reconsider the trajectory of chronic illnesses and the care required throughout, especially for marginalized populations.
... As this paper will show, narrative (Bruner, 1992;Connelly & Clandinin, 1990), voice (Miller, 1990a;Britzman, 1986)), collaborative dialogue (Gitlin, 1990;Belenky et al., 1986), connectivity of public and private (Grumet, 1988b), collaborative autobiography (Butt, 1990), and personal practical knowledge (Clandinin, 1987a) have all emerged as important concepts in the effort to understand currere as autobiographical and biographical text. This groundbreaking work allows educators and students of curriculum "to sketch the relations among school knowledge, life-history, and intellectual development in ways that might function self-transformatively" (Pinar et al., 1995, 515). ...
... As educators we need to understand that stories (narratives) are in essence what our art is about. Connelly and Clandinin (1990) argue that, from the perspective of schooling, a teaching act is a "narrative in action", that is, an "expression of biography and history…in a particular situation" (p.184). In actuality our knowledge as educators comes from the reality in which we exist, sharing our narratives with students and receiving theirs back. ...
... An analysis of the problem suggested that a narrative inquiry aligned with the study. Narrative inquiry was utilized because through the researcher it facilitates the retelling of participants' stories (Butina, 2015;Clandinin, 2006;Connelly & Clandinin, 1990) and the augmenting of participants' voices (Robert & Shenhav, 2014). ...
... The key terms in narrative inquiry are living, telling, retelling, and reliving. Narrative inquiry focuses on individuals who are living or have lived an experience and therefore have a story to tell (Connelly & Clandinin, 1990;McLean, 2015). ...
The purpose of this qualitative narrative inquiry study was to explore the experiences of nine traditional-age college seniors to understand their perceptions of spiritual and moral development throughout the college years. The problem was the need for educators and policymakers to better understand the dynamics of spiritual and moral development from student perspectives to facilitate greater institutional support. Using primarily in-depth semi-structured interviews, data was collected from religious and non-religious seniors who self-identified as both spiritual and moral. The data was analyzed using thematic, narrative, and intersectionality analyses. There were eight major findings from the various analyses. The findings indicated that the spiritual and moral development of
college students were influenced by both curricular and extra-curricular activities but there is the need for greater attention to the role of the curriculum in facilitating the development of the spiritual and moral identities of students. A significant finding was the importance of spiritual and moral identity to a student with a learning disability. The findings suggested the need for further studies on the intersection of spiritual and moral development of college students and the need for further studies on the spiritual and moral development of students with learning disabilities.
... Narrative inquiry is an approach to qualitative research that taps into people's lived experiences through the telling and retelling of stories. For Connelly and Clandinin (1990), narrative inquiry is "the study of the ways human experience the world" (p. 2). ...
... The overall presentation of Juliana's story follows the concepts of evaluation considered beyond traditional boundaries of qualitative research. Connelly and Clandinin (1990) have explained that good narratives produce a sense of involvement and participation for the reader. Such a concept may be developed by writing out contextualized episodes of the story that can be imagined by the reader. ...
This study attempts to identify the career planning, career development, and employment experiences of former international students who completed at least one graduate degree in Turkey and/or are currently employed in their home country. Following an interpretative phenomenological design, 10 respondents from the Global South countries were interviewed. The study mainly shows that Turkey experience is significant in perceiving and managing the current or future employability of incoming Global South students. The current research contributes to understanding international students’ employment expectations, integration into the market, and developing compatibility across cultures.
Keywords: Employability, Internationalization in higher education, International education, Study abroad, The Global South, Turkey.
... The chapter author used narrative inquiry, telling three paradigm-shifting stories from his high school teaching days. These stories served as a primary portal to his experience, with narrative inquiry being uniquely and critically situated for accessing teacher professional knowledge and the production of teaching knowledge generally (Huber, Caine, Huber, & Steeves, 2013;Connelly & Clandinin 1988, 1990. His stories involved international themes with social justice implications. ...
An instance of editorial work was found to address methodological issues at the juncture of autoethnography and narrative inquiry. The particular case is reported because it addresses the conceptual basis of known methodological issues. The case involved interactions between a chapter author and editors of a book as well as between the editors. Although the chapter was autoethnographic as initially submitted, through the use of research-oriented open-ended questioning, the editors engaged with the author causing the author to gain a deeper insight and richer narrative regarding his own experience. The result bridges the gap between autoethnography and narrative inquiry. Interactions between the editors were directed at providing constructive support while leaving ownership of the narrative with the author. The process has features overlapping and distinct from duoethnography. An empirical explanation is proposed through the reconciliation of philosophical stances of the author and editors. Key words: Autoethnography, narrative inquiry, emergent design, duoethnography, editorial methodology Un exemple de travail éditorial a permis d’aborder des questions méthodologiques à la jonction de l’autoethnographie et de l’enquête narrative. Le cas particulier à l’étude porte sur la base conceptuelle de questions méthodologiques connues. Le cas implique des interactions entre l’auteur d’un chapitre et les éditeurs d’un livre, ainsi que des interactions entre les éditeurs. Bien que le chapitre ait été autoethnographique lors de la soumission initiale, l’emploi par les éditeurs de questions ouvertes axées sur la recherche et communiquées à l’auteur lui a permis d’arriver à des connaissances approfondies et à un récit enrichi relativement à ses propres expériences. Les résultats jettent un pont entre l’autoethnographie et l’enquête narrative. Les interactions entre les éditeurs visaient à apporter un appui constructif tout en permettant à l’auteur de conserver son récit. Certaines caractéristiques du processus chevauchent la duoethnographie; d’autres s’en distinguent. Nous proposons une explication empirique née de la réconciliation des positions philosophiques de l’auteur et des éditeurs. Mots clés: autoethnographie, enquête narrative, modèle émergent, duoethnographie, méthodologie éditoriale
... Rather, narrative inquirer is after the experiences of people, after their stories (Bruner, 1986;Clandinin & Connelly, 2000;Polkinghorne, 1995). As Connelly and Clandinin (1990) underline, "humans are storytelling organisms who, individually and collectively, lead storied lives". The terms 'narrative' and 'story' can be used interchangeably. ...
... 41 Narratives tell us how humans experience and make sense of the world. 42 Listening to the whole story allows us insight not only into what has happened but also why it happened and what that felt like. There is an explicit focus on understanding how the illness fits into patients' lives. ...
Introduction
Time from symptom onset to treatment initiation in tuberculosis (TB) remains stubbornly prolonged despite reductions in disease incidence. Delays may contribute to increased morbidity, mortality, onward spread of disease and poor patient experiences. Most delays occur prior to hospital referral. The average primary care healthcare provider in England is unlikely to see TB on a regular basis. Little is known about primary care diagnostic and referral challenges.
Adults aged 65 years or older are more likely to experience delays. However, little is known about their journey from symptom onset to treatment initiation.
Methods and analysis
We will carry out a narrative study including adults aged 65 years or older, living in the English Midlands and receiving treatment for active TB. Twelve English and 12 Urdu or Punjabi speakers will be recruited from TB clinics and interviewed. Their primary care records will be accessed, and the primary care story and secondary care letters will be extracted. Each of the data sources will be analysed using dialogical narrative analysis. Data will be triangulated within participants and across the data set.
Ethics and dissemination
This study received approval from the Health Research Authority and the Research Ethics Committee in April 2022. Risk management and equity considerations have been made a priority. Findings will be disseminated through publication in open access peer-reviewed journals, presentations to policy makers, primary healthcare and secondary healthcare professionals, and through public facing materials developed in conjunction with patients, members of the pubic, TB services and charities.
... The study of a narrative is analogous to "the ways humans experience the world" [65]. According to Labov [64] and Labov and Waletzky [66], a narrative is an informal approach summarising past experiences, sustained through a series of clauses, and contains a minimum of one temporal juncture. ...
This paper extends current research on Human–Robot Interaction (HRI) within Human–Computer Interaction (HCI), focusing on how future virtual agents and communication robots can support the temporal structures and routines within the home. We recruited representatives from 15 households with varied compositions, ranging from single inhabitants to full nest families. Drawing upon P.G. Wodehouse’s The Inimitable Jeeves as an inspiration, the methodology sought to imitate the relationship between a recruitment agency worker (researcher) and an employer (participant) seeking to hire a personal assistant (e.g., a virtual agent or communication robot device) for their home. A ‘household audit’ comprising a guided household tour and an architectural survey was conducted to ascertain the nuanced spatiotemporal routines within the home. The study analysed the responses of participants using the Labovian narrative schema, a traditional method in linguistics research. The findings were then examined through the lens of Reddy et al.’s temporal features of work to understand how domestic work unfolds within the home from a temporal perspective. We argue that the temporal concepts discussed by Reddy et al. provided valuable insights into the temporal dynamics of everyday activities and could inform the design of virtual agents and communication robotic devices to fulfil their roles as domesticated ‘personal assistants’.
... Rather, it represents a distinct epistemological stance that recognizes stories as the fundamental medium through which human lives are interpreted and endowed with signi cance. 52,53 Additionally, we utilize Labov's six-part narrative structure to inform our analysis. 54 The six parts of this framework include: (1) the abstract, which commences the story by offering a brief summary of the narrative; (2) the orientation, which provides contextual details about the narrative (such as characters involved, time, and place); (3) the complicating action, which details the climax or main event of the narrative; (4) the evaluation, which describes the narrator's assessment of the main event and underlines why their story is worth telling, (5) the resolution, which details the nal action taken in the narrative arc, and (6) the coda, which brings the audience back to the present moment and is considered an optional component of a narrative structure. ...
Background
Considering persistently high levels of mental health stigma in Hong Kong in recent years, scholars and mental health professionals alike have demonstrated strong interest in combating this issue. Existing research suggests that recovery storytelling, which involves an individual with a lived experience of mental illness sharing their personal story publicly, is one of the most effective anti-stigma strategies to date.
Methods
Using a narrative inquiry approach, we examined the recovery stories of seven Cantonese-speaking individuals who participated in the More than a Label mental health anti-stigma campaign in Hong Kong. We specifically examined how the discursive strategy of code-switching functioned to clarify, emphasize, or distract from certain elements of the story.
Results
Our analysis demonstrated that code-switching in our data functioned in three distinct ways, namely as: (1) a distancing strategy when discussing troubling past experiences; (2) an authenticating strategy when recalling interactions carried out in English-speaking settings; and (3) a foregrounding strategy to highlighting the main points in the story.
Conclusions
Our study highlights the importance of linguistic research in informing the development of person-centred approaches in both mental health clinical and advocacy work. We suggest that recognizing linguistic behaviours such as code-switching allows mental health clinical and organizational staff to be more sensitive to signs of potential distress and probe further inquiry amongst clients and lived-experience storytellers. We discuss how these findings can be used to educate lived-experience storytellers on the rhetorical functions of language use such as code-switching.
... That reflection makes teachers value their professional lives and experiences refers to the fact that including reflection as a regular practice in one's teaching helps teachers to be in love with teaching and enables them to stand the adversities and challenges of their job. Reflective practice helps teachers ''to value their own lives and experiences as a source of knowledge about what they may expect to encounter in their classrooms and lives of children they will teach'' (Braun and Crumpler, 2004, P. 61; also see Carter, 1993;Connelly and Clandinin, 1990). Sina, one of the interviewees believed that consulting with his supervisor and thinking about the impact of his job, which are instances of reflective practices, make him strong and resistant against the challenges: This shows that although the knowledge of reflection is a key factor in whether and how frequently teachers reflect (Shirazizadeh & Moradkhani, 2017), reflective practices can have their positive effects even when the teacher does not know what he is doing is called reflection. ...
... Amidst the "storied lives" (Connelly & Clandinin, 1990) that live through/within the bodies of those traversing the city's transit system is the story of place remembered in the commemorated ghosts of the community's history. Here, I speak not of the plaques that grace "heritage homes" or the statues littered through the city's geography that explicitly remember these ghosts. ...
Everyday, I move across a cartography that tells me a story, one that I often don’t consciously listen to, but do learn from. This story, one of colonial dominance, lives on through the markings of place, particularly the toponyms, or place names. In this article, I seek to explore the role of these toponyms in telling a story of place, one that (re)writes my home, Toronto, as a colonized space, one whose geographic and historic intelligibility is made possible through the inscription of place-names that commemorate the European centre. I demonstrate how the banality of colonial geography works in its powerfully subtle ways by taking the reader on an imaginary subway ride, one that travels across a series of toponyms that highlight how the city recites, inscribes and promulgates a story of colonial presence in a largely obscured but simultaneously hyper-visible way. I argue that such colonial story telling through toponymy is a crucial site at which to engage critically.
... This anthology explores the potential of personal storytelling, creative writing, and narrative approaches (like autoethnography) to delve into migration settings and mindscapes that emerge from experiences of mobility-be they recent, multigenerational or transnational. Connelly and Clandinin (1990), and Clandinin (2006), describe narrative inquiry as the study of the ways humans experience the world. Also, as it became clear through the 'process' of this book project, stories of life events are not simply definitive accounts of 'what happened' but rather, mediated by memory and imagination, these storied lives are reconstructions of lived lives (Christou, 2009). ...
This hybrid edited collection embodies the experience of living in liminal spaces, containing as it does between its covers, both academic essays grounded in critical inquiry as well story-chapters that employ a variety of creative writing genres. With potential to appeal to an academic reader and scholar of migration, its objective is also to be equally accessible to a more mainstream readership, particularly if they have a general interest in migration stories and issues. In addition to exploring some of the key trajectories and tropes that pertain to the migration experience, the volume also goes behind the scenes to tell the story of the workshopping process that the StOries Project journey was for its participants. One of its objectives is to show the reader how the project led to the birthing of the twenty creative writing chapters this volume contains.
This edited volume then, emerged specifically from a fusion of scholarly inquiry and creative writing that participants (also its contributing authors) engaged with. In this first chapter, several key contexts, themes, and approaches that pertain to migration are discussed; significant related concepts are organised by the editors in thematic categories.
Finally, in this introductory chapter, we also discuss recent developments in the respective migration trajectories, including identifying gaps in migration theory and methodology that we feel creative writing can contribute towards addressing. The significance of amplifying personal voices and unique stories is reiterated through sharing examples from the 20 stories collected in this volume.
... In line with this, a narrative design applies to this study. The narrative design focuses on individuals' stories and experiences and through these narratives, data will be completed (Connelly & Clandinin, 1990). With that, an informal interview was utilized to collect data from participants and tends to be a qualitative approach. ...
The study aimed to discover the undocumented traditional games within the Municipality of Macabebe, Pampanga, the Philippines. The data findings are to be contextualized in the educational implications of the Physical Education curriculum. With the use of a qualitative research approach, particularly a focused ethnography, a total of 16 key informants with age ranges from 61 to 102 years old participated in the semi-structured interview. After the data process, there were 11 traditional games found, five in the coastal area classified as moderately vigorous intensity when playing while six games in the land were vigorous. Using the Braun and Clarke thematic analysis, three themes were explicated. The first theme encompasses the people in Macabebe’s way of life and how the participants provide basic needs to their families. The second theme describes the origin of undocumented conventional games. The third theme states the educational implications of the Physical Education curriculum among the students. Relatively, the study provides data that enumerates the undocumented traditional games in Macabebe to be integrated into the curriculum.
... Narrative data are in the form of interview transcripts and observations (Connelly & Clandinin, 1990). This study made use of a combination of semi-structured interviews and observations of classroom teaching. ...
In this paper, I examine mathematics identity construction of university mathematics
lecturers and higher secondary mathematics teachers. Past mathematical learning
experiences are elicited through narrative accounts of personal stories. Some of the
lecturers and teachers described their positive mathematics identities. Others experienced
transitions in their mathematics identity construction. The mathematics identity transitions
are elaborated using turning points, and their stories are interpreted in the wider societal
contexts. Findings from this study suggest that motivational experiences from the teachers,
the school, and family had pivotal roles in developing a positive mathematics identity.
... Narrative inquiry is a study through stories of how human experiences the world (Connelly & Clandinin, 1990). According to Josselson (2007), a narrative inquirer must obey the ethical principles in narrative research: a narrative inquirer has to state the contract of an interview to the participants, a narrative inquirer has to protect the privacy of the participants, and a narrative inquirer has to invite participants' reflections on the experience of being a participant in the study. ...
Writing, one of the language skills, seems to be the most difficult skill for students to master. There are five aspects used to evaluate students’ writing abilities: content, organization, vocabulary, language use, and mechanics. This current narrative inquiry research aims to find out students’ difficulties in writing expository essays, the factors that cause them to have difficulties, and the strategies they use to overcome them. The data of this research were taken from the students taking Writing Expository and Argumentative Essays course in the English Department of Widya Mandala Surabaya Catholic University. The data of this study were collected from interviews, observations, and documents. Three participants with middle-achievement levels were interviewed in three interview sessions, and observations in the writing class were conducted two times. Besides, two essays of each participant were analyzed.
... Giving them the space and time to reflect prior to answering could minimise "the effect of the interviewer and the interviewing situation have on how participants reconstruct their experience" (Seidman, 2013, p. 26). Furthermore, it is important to listen to the interviewees first to avoid bias and enhance the validity of the elicitation of responses (Connelly & Clandinin, 1990). At this juncture, I considered the questions in narrative terms to "conceptualise the inquiry experience as a storied one on several levels," as it is in the interest of the study to explore the "growth and transformation" ...
Singapore is known for having one of the most successful education systems in the world. Its competitive performance in international standardised testing regimes such as the Programme for International Student Assessment (PISA) and Trends in International Mathematics and Science Study (TIMSS) place it near the top of the world ranking for the past two decades. In addition, Singapore’s is also known for its thriving economy, diverse culture, peaceful society, and political stability, which are attributed to the government’s foresightedness. As a country that has almost no natural resources and relies mostly on its human capital, education is perceived to be at the heart of the country’s success. In spite of the nation’s very public profile, little is known about the perspectives of Singaporeans themselves on success. This study investigates success in Singapore through the perceptions of a sample of its most publicly successful people. This study used a two-part mixed methods approach including an online survey to 48 selected successful Singaporean professionals, followed by a sample of 12 individual in- depth interviews. Findings from the study revealed that the participants believe that acquiring non- technical skills through a secondary schooling and then the reinforcement of those skills in professional experience are essential in building a successful career. In their post-secondary lives, participants perceived success inwardly through a self-efficacy lens and, outwardly, through their impact on others. The thesis concludes with recommendations that might influence the future preparation of secondary students. For Singapore to maintain its competitive standing on the global scale, it may need to widen its opportunity landscape for career growth by developing non-technical skills earlier than present, enhancing that part of the current secondary education.
... In order to protect the privacy of the participants, they were given the option to preferred names or pseudonyms (see Table 1). The study utilized in-depth semi-structured interviews, which aimed to facilitate organic conversations and prioritize participants' voices (Connelly & Clandinin, 1990). The interviews were conducted between Fall 2020 to Spring 2021, exclusively through Zoom, with each interview lasting about 45-60 minutes. ...
The global imaginary contributes to the perpetuation of neo-colonial and neo-liberal mentalities, which reinforce the political, cultural, and social dominance over international students. Through an exploration guided by interrelated theories of agency and transnational social fields, this study employs a narrative inquiry methodology with a constructivist research approach to comprehend and investigate the agency of international graduate students of Color amidst transnational mobility during the COVID-19 pandemic within a four-year public research institution in the United States. The research findings demonstrate that specific contexts and spaces shape the agency of international graduate students and (trans)form their present and future. This article reveals four distinct forms of agency: agency as negotiation in uncertainties, agency as resistance to forms of (neo)racism, agency for personal growth and (trans)formation, and agency within transnational futures.
... This thesis aims to explore the way in which parents on the ADHD diagnostic journey describe their experiences and construct a story to make sense of their journey, prioritising the 'life as told' and the social "power" of story (Holstein and Gubrium, 2012: 7). Narrative allows one not only to study experience as story, but also gives voice to those often unheard (Connelly & Clandinin, 1990;. This approach to narrative enables the thesis to explore the social, cultural, ideological, and experienced life of the parents (Polletta et al, 2011), whilst also illuminating how they conceptualise their own biography; answering whether they see their own story as an "as lived" chronology or as a series of important moments and turning points 'told' in a non-chronological manner (Grbich, 2013). ...
Attention Deficit Hyperactivity Disorder [ADHD] is a common childhood diagnosis affecting an estimated 5-7% of school aged children. This thesis explores the needs and experiences of parents as their children traverse the often arduous and challenging process of referral, assessment, and diagnosis of ADHD otherwise characterised as the 'ADHD diagnostic journey'. Narrative qualitative data was collected through 21 semi-structured longitudinal serial interviews over a two-year period with seven parents of children currently on the ADHD diagnostic journey.
... By holding semi-structured interviews, we were able to uncover their unique experiences layer by layer as comfort and trust was built between the researcher and the participant. Storytelling is seen to be a primary structural part of the human experience (Connelly & Clandinin, 1990). By asking open-ended questions and allowing participants to freely tell their stories, we were able to develop better relationships with our participants while still maintaining their anonymity. ...
Though research in acoustic phonetics entails laboratory conditions, the rapid technological development accelerated by the COVID-19 pandemic bids the question of remote recording,
the success of which could provide phoneticians with more research opportunities. This paper explores the feasibility of remote sample collection in the context of examining the degree of aspiration in initial voiceless stops in Serbian and English with Serbian EFL students. Since the role of positive Voice Onset Time (VOT) in English and Serbian differs significantly, a clear contrast between English long-lag and Serbian short-lag stops might prove challenging for Serbian EFL students. To examine the degree of VOT acquisition, audio recordings are made for 5 advanced and 5 proficient speakers. The participants are firstly recorded in
laboratory conditions. Next, the participants are asked to read the same material in a quiet space within their homes, record their speech using mobile phones, and deliver the recordings via email. For each token, both laboratory and remote recordings are examined using the speech analysis software Praat (Boersma & Weeninik, 2023). Results indicate that remote recording via smart phones yielded reliable samples with measurable VOT for the voiceless plosives /p t k/ in both English and Serbian. Proficient speakers displayed VOT values that approached native-like patterns. In contrast, the less proficient group exhibited shorter VOT durations, but a significantly clearer distinction between the use of aspiration in Serbian and English. Additionally, a surprising finding shows that proficient speakers assign longer VOT to Serbian plosives too, likely owing to L2 transfer.
... By holding semi-structured interviews, we were able to uncover their unique experiences layer by layer as comfort and trust was built between the researcher and the participant. Storytelling is seen to be a primary structural part of the human experience (Connelly & Clandinin, 1990). By asking open-ended questions and allowing participants to freely tell their stories, we were able to develop better relationships with our participants while still maintaining their anonymity. ...
... The narrative approach weaves together events and experiences, often from a very small number of individuals, to form a cohesive story that is then shared and, hopefully, encourages others with similar experiences to raise their voices. The process of storytelling is a central component of narrative inquiry, a qualitative method of research first used by Connelly and Clandinin (1990) to describe teachers' personal stories. This research method allowed us to consider the narratives of 13 k-12 African American girls and conduct an indepth exploration of their virtual versus in-person learning experiences. ...
A principal theme in this issue of the Journal of Online Learning Research is Experience. Each of the articles focuses on how a group reports on and thinks about experience. For those who participated in the studies that lead to these articles, experiences seemed to be important; and the participants seemed to do their own framing of what makes a so-called good one. For the most part, each of these articles reports on good experiences learning online, but of course, there is always room for improvement. What is critical from a decision-making perspective is that online education could be an important educational option for many young people in K-12 settings. Further, there needs to be multiple and varied ways to capture, reflect on, respond to, and revisit all aspects of the experience of learning online.
... Similarly, for our study, the emphasis was not on sample size but rather on giving meaning to individual stories. In narrative research, samples are often limited to one or a few participants to concentrate on giving meaning to individual stories (Connelly & Clandinin, 1990), unless a larger group is selected to develop a collective story (Creswell & Poth, 2018). The selected participants were chosen intentionally based on the study's objectives. ...
Life skills have been shown to help young people cope with challenges and facilitate their transition into adulthood. Few studies have explored life skills programs from the lived experiences of youth themselves. Using a retrospective narrative analysis approach, this study uses social construction and social learning theories to investigate how young people construct their experiences of life skills education in the context of their embedded social environments, including their relationships with family, school, and peers. The study incorporates a series of in-depth, face-to-face, and social media-based interviews with two young adults from the Maldives who had very different experiences in life skills programs. Capturing the participants’ subjective experiences of life skills over time, and in the context of their transition to adulthood, allowed us to make situated connections between program experiences and the participants’ everyday lives. The findings point to the importance of program duration and directly link program content to adolescents’ real-world experiences including critical life incidents, the need to provide more structure in the delivery of programs, and the importance of ensuring that program experiences align with relevant skills and competencies. Potential implications for life skills education programs are outlined.
... 3). In the same light, Connelly and Clandinin (1990) say that what we know about education comes from sharing stories of our own educational experience with other people. ...
This collection of reflective essays is a treasure trove of advice, reflection and hard-won experience from experts in the field of open and distance education. Each chapter offers tried-and-tested advice for nascent academic writers, delivered with personal, rich, and wonderful stories of the authors’ careers, their process, their research and their writing, and the struggles and triumphs they have encountered in the course of their careers.
The contributors explore the philosophies that guide their work, the conflicts and barriers they have overcome and the mentors and opportunities that sustain and stimulate them, always focused on making their experiences relevant and useful for scholars who are in the early stages of their writing lives. These rich and informative essays will appeal to anyone who wants to learn more about the crafts of research and writing, and the unseen struggles involved in publishing and “being heard.”
... The narrative inquiry framework served as the foundation for the research design for this study. According to Connelly and Clandinin [17], people are storytelling organisms that lead storied lives both individually and socially. This justifies the use of narrative in educational research. ...
This paper synthesizes the perspectives of five elementary school instructors on hidden curriculum activities in basic education in Ghana. These opinions were expressed during an interview conducted to determine the effect of a hidden curriculum on the development of numeracy and literacy among Ghana's early-grade learners. Qualitative analysis was used to analyze the data collected through open-ended queries and semi-structured interviews. The findings of this study indicated that early-grade educators are well aware of hidden curriculum activities and engage in various extracurricular activities to develop their pupils' numeracy and literacy skills. Therefore, the hidden curriculum contributes to a more holistic education by expanding the scope of learning beyond the curriculum's prescribed subjects. The study concludes with suggestions that education is not limited to textbooks and lesson plans but includes a wide range of experiences that shape learners' perspectives, skills, and character development; therefore, teachers should provide an environment that creates learning opportunities for students to improve retention, engagement, and enjoyment of the learning process.
... This study is a qualitative research that applies Connelly and Clandinin's (1990) narrative inquiry method to describe and understand the work experiences of nurses working at the Sunflower Center. There were a total of three participants in the study, and data collection methods included individual in-depth interviews, participant observation, and telephone consultations. ...
... En tanto herramienta privilegiada que permite acceder a la producción de textos y autoetnografías de actuación, las entrevistas son co-generadas como formas de poner el mundo en acción a partir de una práctica que busco los hilos de quién uno es. Continuando la larga tradición de la literatura educativa canónica que prioriza las maneras en las que las personas componen el autoconocimiento de sus experiencias (BRUNER, 2002, CONNELLY;CLANDININ, 1990) por sobre la experiencia en sí misma, en la forma de representación de la realidad cognosituada, que asume la capacidad de nombrar por parte del investigador y su inmediatez. No se trata de indagar sobre los relatos sino indagar con los Periódico Horizontes -USF -Itatiba, SP -Brasil -e023012 [8] relatos, conectar experiencias propias y ajenas para compartir la movilización o capacidad performática que un texto suscita (DENZIN, 2001). ...
En el Grupo de Investigaciones en Educación y Estudios Culturales (GIEEC) de la Facultad de Humanidades de la Universidad Nacional de Mar del Plata la perspectiva narrativa asumió una adscripción ontológica, metodólogica, conceptual y contextual que profundiza experiencias en la comprensión epistémico-cientifica de las entrevistas. En este texto consideramos cómo se entralazan una serie de investigaciones-vidas entre sí a partir de reconocernos como comunidad, en una conversación íntima que anuda aspectos que no son reducibles a una transmisión de experiencias sino que son herencias abiertas y dispuestas a la invención. Las suspensiones (expresadas con guiones) en la categoría que titula este artículo emergió de las conversaciones que los autores mantuvimos al respecto del señalado reconocimiento, en una relación colectiva que nos acerca.
... Three analytical tools-broadening, burrowing and storying and re-storying (Connelly and Clandinin, 1990)-were used to analyse and weave together the multiple sources of the narrative materials. Using these interpretive devices, we transformed interim field texts into research texts (Clandinin and Connelly, 2000). ...
Purpose
Although the importance of teacher induction is widely acknowledged, how teachers experience inductions, particularly those conducted in under-resourced areas, remains underexplored.
Design/methodology/approach
This study narrates a novice teacher's induction experience in a Chinese high school, from the perspectives of professional capital and community, social realist theory, practice architecture and teacher agency. The participant, Ming, reflected on a broad array of formal and informal induction activities and participated during the induction period.
Findings
Through the three-dimensional narrative space, namely broadening, burrowing and storying and re-storying, five themes emerged from Ming's induction experience: (1) heightened awareness of the meaning of teaching, (2) interacting with various professional communities, (3) professional identity tension and development, (4) the discursive influence of various aspects of culture and (5) the influence on future professional development. Overall, this narrative study shows that teacher expertise and identity development play central roles in teacher induction, and context acts as an important mediating factor in teacher induction. These findings echo the importance of teachers' agency in inductions. The implications for facilitating novice teacher induction are also discussed.
Originality/value
This study contributes to a nuanced understanding of a novice teacher's induction experience in China from the perspectives of practice architectures, professional capital and professional community. The conclusion highlights the importance of professional capital and agency during Ming's induction period. This paper unpacks the complexity of teacher induction by revealing new ways of thinking about induction.
... We can look back at the past and look forward for the future based on the feedback that we get. Connelly and Clandinin (1990) stated that education is based on the personal and social story because the learners, teachers, and researchers are storytellers in their own and other's stories. Many great people always learn about their past in order to find the new idea to make it better in the future. ...
This study tells about the story as an English lecturer of non-English program at STAI Darul Ulum Kandangan. This study aims to investigate the challenges of becoming an English lecturer of non-English program in private institution and strategies in facing these challenges when the writer becomes an English lecturer. The study uses qualitative research in the form of autobiography narrative inquiry. This study shows that there are many challenges being an English lecturer in a private institution that are the challenges before entering to the classroom such as making preparation of a lesson plan for one semester, material and media, in the classroom such as facing the various students, and outside of the classroom such as doing research and dedicating him/herself for the society and the strategies that the writer used in solving these challenges. I hope that this study will be a good consideration for the next lecturer in the future.
... Chapter four describes in detail the research methodology and research design, which this section briefly summarizes. To address the above research questions, the researcher used a narrative inquiry approach (Connelly & Clandinin, 1990) situated within the interpretive paradigm. The data for this research were collected in the form of 16 semi-structured life history interviews conducted with 16 English teachers from different schools in Qatar with at least 3 years teaching experience. ...
The Qatari government views English language learning as crucial to the country’s future success. Anecdotal evidence suggests, however, that English Language Teachers (ELTs) employed in Qatar may not necessarily have the appropriate training, qualifications and experience to enable them to teach successfully. Despite growing research interest in the continuing professional development (CPD) experiences and needs of ELTs in Western contexts, there remains a lack of research in Middle Eastern countries in general and Qatar in particular. Furthermore, in-depth knowledge of female ELTs’ CPD experiences and needs are almost non-existent. The aim of this study, therefore, is to address this gap by exploring female ELTs' perceptions and experiences of CPD in Qatar in order to develop new practical and theoretical insights into our understanding of this area.
The study is qualitative and located within the interpretive paradigm. Life history interviews were undertaken with 16 female ELTs with at least 3 years of teaching experience in Qatar schools. These data were analyzed using thematic analysis and profiling techniques and drawing on an analytical framework based on three inter-related concepts of identity, culture and CPD.
The study found that female ELTs in Qatar all had very different experiences of CPD and unique developmental needs. These findings suggest that the current model of professional development for ELTs in Qatar may need revising. The thesis proposes a paradigm shift from a traditional ‘one size fits all’ CPD model towards a more dynamic and interactive style of teacher development which facilitates both personal reflection and professional discourse among teachers in order to build a shared understanding of ideas by analyzing and comparing approaches and actively encouraging student involvement in the learning process. It is argued that such a shift would prove a considerable step forward for English language teaching in the country.
... In other words, this type of methodology is a means of understanding and inquiring into both the experiences of others and the researcher, who are all part of the social world where knowledge is produced. Narrative inquiry is both a phenomenon that can be studied and a method that informs the inquiry (Clandinin & Connelly, 1990). Narratives are not simply personal renditions of one's experience; they are socially located and bound to the surrounding social world. ...
This paper examined the transformational goals and strategies of nine black university vice-chancellors in South Africa in order to understand how they direct transformation of higher education in the country. The paper draws from narrative inquiry underlined by transformational leadership theory, and focuses on in-depth interviews with university vice-chancellors. The study focused on the key themes that direct vice-chancellors' transformational leadership strategies. These are devolution of power, the needs to transform the institutional culture and attain social equity through putting students first, and addressing the next generation of academic scholars. Finally, the paper draws attention to the enduring imperative to transform universities through a social equity lens and the significance of vice-chancellors' transformational agendas and strategies in this regard. The local context of the university plays an important role in transformational leadership goals and strategies
OBJECTIVES
Previous studies have found that the inclusion of medical humanities in medical education was associated with improvements in learner reflectivity and empathy. There is less data, however, on the impact of medical humanities on perceived patient care and mediators of learner outcomes. Our study aimed to determine the impact of medical humanities on perceived learner well-being and patient care, and the mediators of these outcomes in medical undergraduates undergoing psychiatric training.
METHODS
This cross-sectional study was conducted from August 2021 to December 2022 within undergraduate medical students undergoing psychiatry rotations and who attended sessions entitled “Humanities in Psychiatry.” Both quantitative and qualitative data were obtained through anonymized online feedback forms. Path analysis was performed to examine the relationship between learners’ perception of the medical humanities writing activity and its potential to improve their well-being, patient care, as well as mediators of these outcomes.
RESULTS
Overall, 97 medical undergraduates (response rate 67.4%) participated in the study and more than four-fifths reported improvements in listening, reflection, empathy, personal well-being, and perceived patient care. Males showed more interest in additional medical humanities sessions (mean rank 57.9 vs 42.5, P = .005) and greater improvements in personal well-being (mean rank 55.1 vs 44.5, P = .044). Path analysis showed that reflective capacity of learners mediated the relationship between reflective writing and perceived improvements in learner well-being (β = 0.596, 95% CI = 0.409-0.737) and patient care (β = 0.557, 95% CI = 0.379-0.702).
CONCLUSIONS
Our study found that the majority of learners responded positively to the medical humanities sessions, which suggests that its use could be beneficial in fostering empathy, reflection, learner well-being, and improved patient care. Using the PRISM model, we present practical implications for educators to consider when using medical humanities in relation to psychiatry training.
Teachers play crucial roles in delivering a successful learning process, as optimal learning outcomes will only be achieved with support from competent teachers. In this study, we delved into a teacher's experience in stimulating 5-6 years old children's creative thinking during the learning process. Creative thinking skill is one of the important skills in 21st-century education. This study involved teachers of 5-6 years-old children (Class B of Kindergarten) in Surakarta, who focused on stimulating creative thinking in an A-accredited institution categorized as a Sekolah Penggerak in Surakarta City. This study presents a teacher's experience in successfully stimulating children's creative thinking through in-depth interviews and reflective journals. The narrative approach was used to analyze the interview transcript and reflective journals to identify the teacher's learning method for stimulating 5-6 years-old children's creative thinking. This study identified the teacher's creativity-stimulating learning process from the narrated experience. Creative thinking was stimulated through intentional learning, which was conducted based on the need analysis, learning principle, and learning achievement at the ECE level, i.e., project-based learning. The learning was conducted through play activities and involved various learning media in delivering more meaningful education and promoting children's learning enthusiasm through digital media. Challenges in stimulating creative thinking should also be addressed seriously. The study finding showed that stimulating creative thinking requires serious preparation based on each child's needs, characteristics, and learning principles.
People can express experiences, opinions, and perspectives in stories. In a story, the experiences can be relived and discovered independently of time and place. In medical education, it is a fundamental premise that time progresses, and it is within this temporal space that students learn, acquire competencies, and form identity. It is also within this space that much qualitative research is conducted. However, qualitative examinations at one point in time will result in only a snapshot of a dynamic phenomenon that evolves over time. Existing approaches to qualitative research are often inadequate to accommodate this dynamic development without applying a time- and cost-consuming design such as longitudinal investigations. The purpose of this paper is to present storytelling as a useful research approach to include temporal dimensions in cross-sectional qualitative data collection. We describe the background for the approach, argue for its use, and provide a practical example of storytelling with the use of a fictional character in online focus group discussions to explore a dynamic phenomenon in medical education research. Overall, storytelling offers a narrative approach to qualitative research that allows the researcher to explore phenomena across time and space. The approach has the advantage that it can be used in different formats both oral and written, digital or physical.
This study investigates the experiences of various stakeholders in What We Take With Us (WWTWU), a wellbeing-focused pervasive game comprised of an alternate reality game (ARG), a room-based game, and game-based workshops. Utilising narrative inquiry, the research explores the perspectives of the game’s designer, developer, ARG players, room players, and workshop participants, offering a holistic understanding of a multifaceted game. These narratives highlight unique player experiences including the duality of being both player and creator, how games can catalyse lifechanging decisions, the importance of communities to wellbeing, the benefits of physical play spaces, and questions surrounding the nature of games. Findings align with existing pervasive game design principles, emphasising their ability to generate emergent narratives and benefits, their transformative potential, and their effective community utilisation. However, the findings also underscore challenges faced by creators, such as the need to accommodate diverse player types within such communities, difficulties navigating preconceived notions of game experiences, as well as the need for further research into notions of “space and place” in games. Although insightful, the study’s limited sample size and specific geographical context may impact the generalisability of its findings. Future research into WWTWU and pervasive games more generally could therefore benefit from diverse sample sizes and deployment in a myriad of broad cultural contexts. Finally, the study underscores that, in the end, games’ success relies on the individual experiences of all their stakeholders, what they take with them, and what they leave behind.
Pierre Bourdieu’s concept of habitus remains an important theoretical framework educational researchers draw upon to explore the learner identities of students as well as their learning trajectories. As scholars grapple with habitus, as both a theory and a method of working with the data, they have drawn upon different research methodologies. To date, what has been largely absent in Bourdieusian educational research is how narrative inquiry can enhance our understanding of how habitus shapes learner identities. Narrative inquiry, as a research approach, seeks to understand and interpret human experiences through the collection and analysis of participants’ life stories. This article first explains how to operationalise Bourdieu’s habitus to understand learner identities and aspirations. Second, narrative inquiry is introduced as a methodology. Third, the paper offers a case study of Chinese female STEM students’ experiences in higher education where the first author reflects on how narrative inquiry allowed for a deeper exploration of the formation and maintenance of their habitus as learners. Lastly, the paper concludes with the first author’s own reflexive deliberations on what narrative inquiry can offer researchers interested in habitus. In exploring the relationship between narrative inquiry and habitus the paper highlights the continual dialectical relationship between theory and method.
Current cultural policies are evolving from social inclusion (removing barriers and promoting equality for participation in culture) to social cohesion (fostering solid bonds between groups despite their differences). Digital interventions can create spaces that promote social inclusion and cohesion. In this paper, we report on the design and evaluation of a cultural heritage and digital storytelling application supporting a participatory approach to culture and hosting society. We evaluate our intervention in three marginalized communities with different social-cultural contexts: migrant women in Barcelona, a community living in a priority neighbourhood in Paris and second and third-generation migrants in Lisbon. Through an analysis of their application use, our findings point at their needs and desires, highlighting how the app can support social inclusion as the first step towards cohesion, but that these are heterogeneous concepts susceptible to nuanced appropriations by the different communities.
R&E 활동은 과학영재 학생이 이공계 전문 연구자의 지도를 받으며 연구 역량을 강화하는 것을 목표로 한다. 하지만 실제 전문가 사사 R&E 활동에서 학생의 연구 경험은 과학자 주도의 연구 이해부터 직접적인 연구 참여까지 다양하게 나타난다. 본 연구에서는 후자와 같은 R&E 활동 참여를 학생의 행위주체적 연구 참여로 보는 관점하에서, 과학영재의 행위주체적 연구 참여를 지원한 교수적 특성을 밝히고자 하였다. 이를 위해 영재학교에서 운영된 R&E 활동에서 형성된 4개 팀에 속한 학생, 교수, 조교를 대상으로 면담을 약 3개월 간격으로 실시했다. 면담에서는 R&E 활동에 대한 인식, R&E 활동에서의 학생 활동, 지도 교수 및 조교의 지원 등을 다루었고, 면담 내용은 녹음 및 전사하여 분석 자료로 활용했다. 분석 과정에서는 면담 항목들에 대한 연구참여자들의 응답을 바탕으로 각 팀의 활동 과정을 정리하고, 활동 과정에서의 교수자와 학생의 위치짓기 변화 과정과 행위주체성의 발현 양상을 도출했다. 그리고 학생의 행위주체적 연구 참여를 지원한 교수 에피소드로부터 나타나는 교수적 특성을 귀납적으로 도출했다. 과학영재의 행위주체성 발현은 행위주체성의 지속적 발현, 행위주체성의 발현 및 좌절, 행위주체성의 지속적 미발현으로 3가지 유형으로 도출되었다. 각 유형의 행위주체성 발현 과정에 영향을 미친 교수적 특성은 과학영재의 연구 운영 참여 기회 개방, 학생이 전문성 있는 의견을 제시할 수 있도록 지원하는 교수자-학생 간 상호작용의 측면에서 도출되었다. 본 연구는 R&E 활동에서 과학영재 학생의 행위주체성을 지원하는 교수 방안을 마련하는 데에 기여할 수 있을 것이다.
The scientist-led Research and Education (R&E) program aims to strengthen gifted science students’ research capabilities under the guidance of scientists. Students' actual research experiences in scientist-led R&E activities range from understanding how scientists conduct research to actively participating in research. To develop R&E that promotes student agency, i.e., student participation, this study aimed to identify the pedagogical characteristics that supported gifted science students’ agentic participation in the scientist-led R&E program. We conducted interviews with learners and scientists in three teams undertaking R&E activities every three months. The interview covered their perceptions of R&E activities, student participation, and scientists’ support for the activities. The recordings and transcripts of the interviews were used as primary data sources for the analysis. The trajectory of each team’s activities, as well as the learners’ and scientists’ dynamic positioning were identified. Based on this analysis, we inductively identified the pedagogical characteristics that emerged from classes in which the scientists supported the students’ learning and engagement in research. Regarding agency, three types of student participation were identified: 1) the sustained exercise of agency, 2) the initial exercise and subsequent discouragement of agency, and 3) the continuous non-exercise of agency. Two pedagogical characteristics that supported the learners’ agentic participation were identified: 1) opportunities for students to take part in research management and 2) scientist-student interactions encouraging learners to present expert-level ideas. This study contributes to developing pedagogies that foster gifted science students’ agentic participation in scientist-led R&E activities.
El presente trabajo pretende discutir la formación de identidades en el departamento de Áncash, basado en la investigación narrativa de dos familias que viven en la ciudad de Huaraz, los progenitores son Hirka y Quyllur. Ambos han enfrentado las mismas influencias externas pero han optado por construcciones identitarias diferentes. La investigación narrativa emplea tres dimensiones: interacción, continuidad y situación. El análisis de datos se basó en la composición de sentidos y la perspectiva interpretativa de las experiencias, que consta de organizar significados a partir de los datos y de un proceso reflexivo por parte del investigador, y la presentación de los avances del trabajo a un grupo de apoyo1 para la discusión, revisión y ajuste de la información obtenida. A partir del análisis de las experiencias, podemos concluir que Hirka representa la resistencia cultural y Quyllur la asimilación cultural. El primero considera que sus prácticas culturales han sido heredadas de sus ancestros; en cambio, Quyllur no tiene esta conciencia intergeneracional.
The aim of this paper is to analyze Nepali English teachers’ narrations and reflections about good English language teaching which they most enjoyed and affected their career choices. The present paper adopted narrative inquiry as a research design. The study was conducted with five participants who unfolded stories and memoirs on how they learned English. The participants shared their experiences which left indelible marks on their minds. The data were analyzed thematically in such a way that their conceptions of quality English teaching were reflected. The study indicated that teachers are instrumental in enabling learning, and they succeed most when they exhibit the behaviors that lead to the desired learning outcomes, such as excellent grades, favorable attitudes toward learning, and improved learning abilities. Good teaching is not a static, stereotyped activity that can only be accomplished by using instructional techniques. Quality English language teaching cannot be imagined without quality English teachers who are required to possess competencies like strong subject-matter expertise, pedagogical skills, contextual knowledge, passion, and the capacity to foster a friendly learning atmosphere so that they can maximize learning and are better able to accomplish increased learning. Thus, quality English language teaching places learners at the center of the learning process.
Overview: Narrative is an effective method to illustrate an autobiography and self-narrative. It is especially effective at highlighting cross cultural connections and enabling female empowerment. The narrative style of writing was used in this story to highlight significant developments which led to the journey of a young teacher into medical education research. It began from small humble experiments in different medical education contexts, namely: pre-clinical, undergraduate medical school, residency training and continuing medical education, to advising leaders and regulators of the medical profession how they can participate in a knowledge society in the Knowledge Age. Objective: This paper tells a story of a teacher who stumbled her way into medical education, by meeting people, locating opportunities and finding inspiration along the way. This story is my living educational theory. Methodology: The style of my narrative is supported by an analysis of research conducted by Connelly, Claudinin, Polkinghorne as well as other experts in narrative interspersed. It is a free flowing story starting with excursions to Kenya and Pakistan where the Aga Khan Development Network operates hospitals and universities, higher education opportunities in educational technology and finally work with medical schools across Ontario, Quebec and the New England Area. Results: Generally speaking, this narrative provides a convincing account of how one can develop a professional identity, set in motion innovations and assert influence on the development of thought in a specialized community through knowledge building processes. Success at becoming an entrepreneur involves social factors (e.g. inspirational/like-minded people, guidance, external motivation) and structural factors (opportunities, pressures) aspects as well as the personal characteristics (personal motivations, determination, willingness to work hard, looking for opportunities).
A partir de los aportes de la investigación (auto) biográfica narrativa y enmarcados en la concepción de anclajes para la identidad de Rom Harré, este artículo se propone recuperar de la manera en que docentes, mentores, colegas y estudiantes aportan a la configuración de la identidad profesional de docentes formadores de docentes. Los relatos de veintisiete docentes participantes de una investigación realizada en el seno del Grupo de Investigación en Educación y Estudios Culturales (GIEEC) y llevada a cabo para el programa doctoral en Humanidades y Artes de la UNR, recuperan desde la intimidad los espacios y personas que marcaron el camino de sus elecciones profesionales y sus prácticas. Los profesores a cargo del ciclo de formación docente de los profesorados que se dictan en la Facultad de Humanidades de la UNMDP narraron sus vidas y prácticas en entrevistas en profundidad y grupos focales. Parte de los hallazgos señalan que, más allá de la formación disciplinar, las afectaciones que imprimen de docentes y mentores a lo largo de toda la trayectoria educativa, colegas que acompañan en lo cotidiano y los estudiantes que habitan sus aulas se entraman con cuerpo, nombre, autoconciencia, memoria y posicionamiento discursivo, anclajes que enmarcan este estudio en la compleja urdimbre que configura sus identidades.
Qualitative research is one method of enquiry about truth and facts. It aims to get an in-depth view about human behavior. It is more close to nursing as nursing as a science is about human beings and their response to health and illness. It is well suited to nursing science as both have central concern to describing life experiences and their meanings. This article covers the elementary facts about qualitative research.
Examines integration into a foreign culture as a significant challenge faced by educational systems Emphasizes the unique cultural and political characteristics of various societies in the global world Presents the opportunities awaiting minority teachers in majoritarian educational settings This book is open access, which means that you have free and unlimited access
El hecho de hablar en el aula puede adquirir la categoría de diálogo. Estamos ante un modelo de conversación participativa con la intención de exponer ideas, pero siempre de manera alternativa. No obstante, en la actualidad se puede introducir la posibilidad de llevarlas a cabo, también fuera del seno del aula, a través de las tecnologías y aunándoles el factor relacional. Con el objetivo de conocer y comprender la manera de pensar de un profesor universitario sobre el valor del diálogo en sus clases, hemos optado por la metodología de corte cualitativa, donde utilizamos la técnica de la entrevista semiestructurada y el instrumento será el guion. La entrevista fue validada por tres especialistas y se administró a un profesor universitario. Mientras que los resultados se estructuran en base a nueve núcleos temáticos y de significados, que se establecen a partir de comentarios literales del informante junto con un análisis de estos los mismos. Por último, las conclusiones se redactan en relación con las diferentes cuestiones de investigación.
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