Having it Both Ways: hierarchical focusing as research interview method

Tomlinson, Peter

doi:10.1080/0141192890150205

Cited by 63 publications

(37 citation statements)

References 5 publications

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“…We refer to our main method of data generation for this study as 'part-structured' interviews (Hobson and Townsend 2010) to describe a relatively flexible form of 'semi-structured' interviews which draw upon Tomlinson's (1989) notion of hierarchical focusing. The aim of the hierarchically focused interview is to ensure cover- 30 age of the researcher's agenda whilst minimising the interviewer's influence on interviewees' responses, by seeking to 'elicit as spontaneous a coverage of as much of the interview agenda as possible' (Tomlinson 1989, 169).…”

Section: Methodsmentioning

confidence: 99%

Supporting beginner teacher identity development: external mentors and the third space

McIntyre

Hobson

2015

Research Papers in Education

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This paper reports findings from a study of support provided by non-school-based mentors of secondary science teachers in England. It focuses on the identity development of beginning teachers of physics, some of the recipients of the mentoring. Drawing on the analysis of interview and case study data, and utilising third space theory, the authors show how external mentors (experienced, subject specialist teachers who were not based in the same schools as the teachers they were supporting) facilitated opportunities for mentees to negotiate and shape their professional identities, and made valuable contributions to three distinct and important aspects of beginning teachers' identity development. The paper argues that non-judgemental support from external mentors enhances beginner teachers' professional learning and identity development through the creation of a discursive 'third' space in which mentees are able to openly discuss professional learning and development needs, discuss alternatives to performative norms and take risks in classrooms. Opportunities for beginner teachers to engage in such activities are often restricted in and by the current climate of schooling and teacher education within England.Keywords: beginning teachers; external mentoring; teacher identity; teaching physics; third space Introduction This paper is based upon an analysis and theorisation of a subset of data generated for an original study of external mentor support for teachers in England (Hobson et al. 2012). We use the term 'external mentor' to refer to an experienced teacher who has the same subject specialism but is not employed in the same school as the teacher they are supporting. The interaction between external mentor and mentee may take place within and/or outside of the mentee's school, and may be face-toface and/or remote. The data analysed relate to mentoring support on two programmes. First, a pilot programme of regional mentoring for participants undertaking the Physics Enhancement Programme, a subject knowledge enhancement (SKE) programme for non-specialist beginning teachers of secondary physics (Shepherd 2008 'how teachers define themselves to themselves and to others ' (Lasky 2005, 901). In particular, we show how working with a subject specialist educator operating in a purely supportive role can enable beginning teachers of physics to overcome challenges associated with three important features of identity development. In so doing, we suggest that 'third space' (Bhabha 1990) provides a valuable theoretical lens to 10 understand how external mentors facilitated the emergence of new dialogic spaces, within which the beginner teachers were enabled to better understand and negotiate their professional identities. Understanding how pre-service and early career teachers shape and can be helped to develop their professional identities is an important consideration to all who work with them, not least because of the interplay between tea-15 cher identity and teacher resilience, teacher well-being and teacher effective...

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Section: Methodsmentioning

confidence: 99%

Supporting beginner teacher identity development: external mentors and the third space

McIntyre

Hobson

2015

Research Papers in Education

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“…Interviewees were randomly selected from their respective groups, and represented a balanced sample of mentors and mentees, and degree of active participation in the program. Following the hierarchical structure interview model proposed by Tomlinson (1989), interview methodology was intended to minimize interviewer bias, starting with general and open prompts for discussion (usefulness of the program, recruitment and training, online environment for communication, and coordination), then redirecting the discussion to specific topics.…”

Section: Participants Data Collection and Analysismentioning

confidence: 99%

The jury is still out: Psychoemotional support in peer e-mentoring for transition to university

Rísquez

Sánchez-García

2012

The Internet and Higher Education

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This study investigates how computer mediated communication (CMC) can sustain nourishing and emotionally enriching peer mentoring relations. A peer electronic mentoring program was implemented in an Irish university to facilitate freshmen's transition to college. A sample of 123 participants (42 mentors and 81 mentees) was evaluated with a combination of mixed methods including a pre-program adjustment scale, online participation records, content analysis of online interactions and end of program interviews. Results reveal that volunteer freshmen experienced greater psychoemotional needs than the general student population. Personal and emotional interactions often developed, especially if the mentoring pair met face-to-face first and the fresher did not have an alternative support network. However, mentors often expected to develop intimate and lasting support relationships while mentees did not always share this expectation. Perceptions of CMC were strongly determined by individual preferences. Implications for e-mentoring programs and Web 2.0 use are discussed. *Title Page (WITH Author Details) Volunteer freshmen experienced greater psychoemotional needs than the general student population.  Psychoemotional support developed when the mentoring pair met face-to-face first and the fresher did not have alternative support  Mentors often expected to develop intimate and lasting support relationships while mentees did not always share this expectation.  Perceptions of CMC were strongly determined by individual preferences.

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“…The interviews had no rigid schedules, though a number of common questions were asked; in addition to these core items, tailored questions were addressed to particular pairs depending on either their responses on the questionnaire, responses emerging during the interview or their observed behaviours in the lesson. The interviews were conducted using the technique of hierarchical focusing (Tomlinson 1989).…”

Section: Interviewsmentioning

confidence: 99%

Theory‐led confirmation bias and experimental persona

Allen

2011

Research in Science & Technological Education

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Questionnaire and interview findings from a survey of three Year 8 (ages 12-13 years) science practical lessons (n = 52) demonstrate how pupils' data collection and inference making were sometimes biased by desires to confirm a personal theory. A variety of behaviours are described where learners knowingly rejected anomalies, manipulated apparatus, invented results or carried out other improper operations to either collect data which they believed were scientifically correct, or achieve social conformity. It is proposed that confirmation bias was a consequence of the degree to which individuals were laden by theory, and driven by this, experimenters assumed one of three different personas: becoming right answer confirmers; good scientists; or indifferent spectators. These personas have parallels with historical instances of scientific behaviour. Implications of a continued teacher-tolerance of pupil confirmation bias include the promotion of unscientific experimenting, and the persistence of unchallenged science misconceptions. Solutions are offered in the way of practical strategies that might reduce experimenters' theory-ladeness.

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Having it Both Ways: hierarchical focusing as research interview method

Cited by 63 publications

References 5 publications

Supporting beginner teacher identity development: external mentors and the third space

Supporting beginner teacher identity development: external mentors and the third space

The jury is still out: Psychoemotional support in peer e-mentoring for transition to university

Theory‐led confirmation bias and experimental persona

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