Narrative Research in Practice

Dwyer, Rachael; Davis, Ian; Emerald, Elke

doi:10.1007/978-981-10-1579-3

Cited by 16 publications

(5 citation statements)

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“…The first referred to a temporal review of their trajectory in which they critically questioned the previous narrative format (Rivas et al, 2017). The second was a necessary reflective introspection in which they externalised their own history and which, as they distanced themselves from it, made them aware of their own life and academic evolution (Duarte & Moreira, 2018;Dwyer & Emerald, 2017;Zhang & Yuan, 2019). Finally, they pointed out the importance of integrating the various aspects experienced in the past into a resilient approach conveyed in the mythical story and that resonated with them (Boldrini et al, 2018;Zheng et al, 2019).…”

Section: Discussionmentioning

confidence: 99%

“…The narratives were collected through a Google Drive form based on a semi-structured interview format (Harrell & Bradley, 2009;Kvale, 2011). The voluntary nature of the participation, anonymity and mandatory confidentiality were guaranteed and the objective was to interpret subjective theorisations (Dwyer & Emerald, 2017;Ngozwana, 2018).…”

Section: Sample and Data Collectionmentioning

confidence: 99%

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Greek Myths to Co-Build Teacher Identity: Perceptions of Students in the Master of Education Research

Giner-Gomis¹,

Martínez²,

Cabezas³

et al. 2022

INT J EDUC METHODOL

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<p style="text-align: justify;">The objective of this study was to promote the use of metaphorical stories based on classical Greek myths in academic teacher training. The aim is to favour processes of personal assemblage and the constitution of teacher identity. Based on 8 classical myths, 4 of them featuring a female character and another 4 a male character, the group of participants narrated positive as well as disappointing experiences they had lived through during their academic training. Moreover, they selected the myths, among those proposed, that provided the metaphors that best described their specific personal trajectories. Adopting a qualitative approach, we followed a narrative-biographical tradition and collected 37 stories. This narrative corpus was analysed using the AQUAD software. The results showed that classical Greek myths contain and provide a powerful and illuminating narrative scaffolding, helping students to adopt a different perspective in the narration of their own academic trajectories. The myths equally helped them to become more aware of the most genuine life and personal experiences that shaped their own teacher identity.</p>

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Section: Discussionmentioning

confidence: 99%

Section: Sample and Data Collectionmentioning

confidence: 99%

Greek Myths to Co-Build Teacher Identity: Perceptions of Students in the Master of Education Research

Giner-Gomis¹,

Martínez²,

Cabezas³

et al. 2022

INT J EDUC METHODOL

View full text Add to dashboard Cite

show abstract

“…Research approach Evaluation (Du Toit et al, 2017;Khakee, 1998;Krizek et al, 2009) Experimental research (Honey-Rosés, 2019;Te Brömmelstroet, 2015) Meta research (Du Toit, 2015) Modelling, simulation (Du Toit et al, 2017: 480) Narrative research (Daiute, 2014;Dwyer et al, 2017;Elliott, 2021) Triangulation (Flick, 2018) Case study research (Duminy et al, 2014;Thomas, 2016;Yin, 2018) Ethnographic research (Creswell & Poth, 2018;Greed, 1994;Harrison, 2014) Grounded theory (Allen & Davey, 2018;Birks & Mills, 2015;Charmaz, 2014;Zamani & Babaei, 2021) Intervention research (De Vos & Strydom, 2011;Du Toit, 2015: 69) Participatory action research (Du Toit, 2015;MacCallum et al, 2019: 205-221) Phenomenology research (Vagle, 2018;van Manen & van Manen, 2021;Whittemore, 2014) Methodology Quantitative (Creswell, 2014: 12-13) Qualitative (Creswell, 2014: 11-12) Mixed methods (Creswell & Plano Clark, 2017) Multi-methods (Du Toit, 2015: 65-66)…”

Section: Methodsmentioning

confidence: 99%

Building blocks in Planning research methodology: A roadmap to research design options

Jacobs

Cornelius

2022

TRP

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Making sense of the myriad of available research design options is generally an arduous task for researchers. Proper research design is, subsequently, often neglected in Planning research, resulting in superficial research outputs. To simplify this task of designing research, a roadmap was created with 'building blocks' that organises available research design options. Supportive and guiding literature references are also provided for each listed option in the 'building blocks' as a point of departure for researchers. These 'building blocks' were created by conducting a systematic review of peer-reviewed articles, books, and grey literature on methodology for social and applied sciences (with a specific focus on Planning). Planning students and researchers may use these 'building blocks' as a point of departure for identifying and choosing options when designing their own research. Planning educators may find it useful in designing a thorough research methodology course.

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“…In line with the recommendation of Dwyer et al (2017) and Eichsteller (2019), I choose to use the term "narrative inquiry" instead of "storytelling" when referring to the unpacking of these experiences. As rationalisation, Dwyer et al (2017) emphasise Aristotle's use of narrative as the natural framework for representing the world of action. Narratives provide explanations of everyday sense making through stories.…”

Section: Introductionmentioning

confidence: 99%

Turning Windows into Mirrors: Digital Stories as a Teaching Strategy to Explore the Apprenticeship of Observation in Pre-Service Teachers

Botha

2021

IJLTER

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This article shares the critical reflections of a teacher educator who utilised digital stories as a teaching strategy in a professional development module for final-year pre-service teachers. Action research, through a participatory narrative inquiry approach, was employed, and data were gathered from digital stories, scripts, and reflective essays. The findings suggest that a platform was created for students to collaboratively share their perceptions, beliefs, and memories regarding teaching as a profession and to reflect on the impact that this lived experience had on their developing professional identity and ideas of good practice. Suggestions are made for recognising autobiographical stories as essential to all facets of teacher education and for acknowledging the influence of the apprenticeship of observation on individual pre-service teachers and on teacher-training programme curriculums.

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Narrative Research in Practice

Cited by 16 publications

References 0 publications

Greek Myths to Co-Build Teacher Identity: Perceptions of Students in the Master of Education Research

Greek Myths to Co-Build Teacher Identity: Perceptions of Students in the Master of Education Research

Building blocks in Planning research methodology: A roadmap to research design options

Turning Windows into Mirrors: Digital Stories as a Teaching Strategy to Explore the Apprenticeship of Observation in Pre-Service Teachers

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