Stories of Experience and Narrative Inquiry

Connelly, F. Michael; Clandinin, D. Jean

doi:10.2307/1176100

Cited by 891 publications

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“…Although the method has been challenged on its objectivity, Connelly and Clandinin (7) denoted that the narrative inquiry has in fact " a long and intellectual history both in and out of education " (p.2). Through refl ection on a particular event, the reason why the subject acted in that way could be conceptualized and interpreted.…”

Section: Introductionmentioning

confidence: 99%

From experienced to novice: a reflective account on the changing role of front-line implementer to program trainer in Project P.A.T.H.S.

Shek²

2012

International Journal of Adolescent Medicine and Health

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Although training plays an important role in the successful implementation of positive youth development programs, research on training and trainers in this fi eld is grossly neglected. In this paper, a trainer of a positive youth development program in Hong Kong (Project P.A.T.H.S.; Positive Adolescent Training through Holistic Social Programmes) refl ected about her transition from the role of a teacher (and program implementer) to the role of a trainer. Based on the refl ection, the transformations involved, including self-perception, teaching role and teaching strategies, were highlighted. The issue of how previous experience infl uenced training in the context of positive youth development was also discussed. It is suggested that involvement of front-line practitioners in the training of positive youth development programs is workable, although systematic training for the novice trainers may be needed.

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Section: Introductionmentioning

confidence: 99%

From experienced to novice: a reflective account on the changing role of front-line implementer to program trainer in Project P.A.T.H.S.

Shek²

2012

International Journal of Adolescent Medicine and Health

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“…Les histoires jouent d'ailleurs un rôle central chez les enseignants (Clandinin et Connelly, 1995 ;Elbaz, 1991). Connelly et Clandinin (1990) suggèrent que l'acte même d'enseigner serait un « récit en action », c'est-à-dire que les enseignants enseigneraient en se racontant et en vivant un ensemble d'histoires dont ils sont eux-mêmes les principaux acteurs.…”

Section: Explorer L'identité Professionnelle De L'enseignant Au Moyenunclassified

“…Selon Connelly et Clandinin (1990) et Clandinin et Connelly (1995, 2000, par des histoires qu'ils vivent et se racontent, les enseignants arriveraient à donner cohérence et continuité à leurs expériences dans la salle de classe. L'étude des histoires ou narratologie constitue donc une méthode de recherche tout à fait appropriée à l'exploration de l'identité professionnelle des enseignants.…”

Section: Explorer L'identité Professionnelle De L'enseignant Au Moyenunclassified

Enseigner en milieu minoritaire: histoires d'enseignantes oeuvrant dans les écoles fransaskoises

Laplante

2002

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Résumé Cet article traite d'enseignantes qui oeuvrent dans les écoles fransaskoises et qui partagent avec nous certaines de leurs histoires d'enseignement. Il en ressort que ces enseignantes prennent à coeur la mission de l'école minoritaire, mais qu'elles semblent rencontrer des difficultés à vivre et à faire vivre à leurs élèves des histoires relatives aux aspects plus politiques de cette mission. En ce sens, il leur reste à pouvoir se raconter, à vivre et peut-être même à devoir inventer des histoires touchant à la conscientisation, la transformation et la libération de ces derniers du déterminisme socio-linguistique auquel plusieurs d'entre eux semblent astreints. Globalement, l'étude permet de mieux comprendre comment ces enseignantes vivent leur expérience de travail en milieu minoritaire.

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“…For example, Clandinin and Connelly (1990) noted that narrative refers to both the structured quality of experience to be studied or story, and the patterns of inquiry for studying the story. In this way, narrative is both phenomenon and method.…”

Section: Research Questionsmentioning

confidence: 99%

Staying Within the Margins: The Educational Stories of First-Generation, Low-Income College Students

Cole¹

2000

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This research addressed educational persistence among first-generation, lowincome college students. The educational paths of 22 first-generation, low-income undergraduate students attending a large, urban university in the Northwest region of the United States were examined through a narrative framework. Half of the participants had persisted from year one to year two, and the other half left the university after their first year. Analytic procedures consisted of thematic qualitative coding, an analysis of student trajectories over educational histories, and the reconstruction of narrative stories. Data were used to examine: 1) How firstgeneration, low-income students understood and described their journey through their first year, 2) Reasons some students gave for leaving the university, 3) Meanings students gave to their experiences in college and how those meanings influenced future decisions, and 4) Differences between the stories of students who persisted versus those who left.The first-generation, low-income students who participated in this study were individually diverse and took various paths through college. After prolonged contact, evidence of interrupted enrollment and transfer among colleges was shown for approximately half of the participants. The descriptive codes most frequently discussed were financial issues, aspects of self, and family. Students described motivations for college in terms of themes related to family, gaining practical skills,

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Stories of Experience and Narrative Inquiry

Cited by 891 publications

References 0 publications

From experienced to novice: a reflective account on the changing role of front-line implementer to program trainer in Project P.A.T.H.S.

From experienced to novice: a reflective account on the changing role of front-line implementer to program trainer in Project P.A.T.H.S.

Enseigner en milieu minoritaire: histoires d'enseignantes oeuvrant dans les écoles fransaskoises

Staying Within the Margins: The Educational Stories of First-Generation, Low-Income College Students

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