Education Commons^™

I Didn’T See It Coming: Navigating An Uncomfortable Episode During Doctoral Research Fieldwork, Narina A. Samah

The Qualitative Report

In this article, I revisit my experiences during my doctoral fieldwork from the lens of a novice qualitative researcher. Initially embracing the role of narrative inquirer, I was in the midst of navigating my inquisitive journey by re-examining my personal practical knowledge as a means to confront my puzzle of practice. Six months of fieldwork allowed me to re-experience my classroom teaching practice through a pair of new eyes. As my research was ending, events took an unexpected turn, leading to the delicate issue of female teacher/lecturer-student relationships during research fieldwork and the dilemma of deciding whether to include or …

Of Back Stories, Byways & Entangled Aesthetics Of Epistemology: Teaching Art, Poetic Protest And Curricular Alterity In A Time Of Ethicide, Molly Quinn

Northwest Journal of Teacher Education

Of Back Stories, Byways & Entangled Aesthetics of Epistemology: Teaching Art, Poetic Protest and Curricular Alterity in a Time of Ethicide engages autobiographical analysis to illumine and offer examples of what art and poetry may offer as forms of nonviolent resistance and protest for teachers and teacher educators in challenging curricular epistemicide and advancing educational ethics and justice.

Connection, Involvement, And Modeling: Co-Constructing A Story Of Resilience Despite Early Parental Loss, Erin E. Silcox

The Qualitative Report

The use of oral history and narrative inquiry to investigate factors of resilience in the face of parental death is absent from the literature. Also, researchers have not linked factors that support resilience against trauma and that lead to positive change in residential treatment with the role of educators. In this study, my father-in-law, Norman, and I answered the research question: What factors in Norman’s adolescent life supported his resilience in the face of an early parental loss? I analyzed Norman’s oral history using narrative analysis methods. Findings include factors that led to Norman’s resilience including his connection to a …

Collaborating Across National Boundaries For Narrative Teaching And Learning, Haji Karim Khan, Theresa Y. Austin

Journal of Practitioner Research

University faculty members always learn through their collaborative engagement in teaching and research. This article reports on collaborative efforts between a Pakistani and US university professor to develop and teach a graduate seminar on narrative inquiry. We used a self-study approach to record, analyze, and report on our experience of teaching narrative inquiry in a graduate research course. We used our reflective journals, course outline, course description, session plans, class-notes, and students’ reflections as data for analysis. As a result, we developed our analytical stories of experiences under several themes.

Findings showcase insights arising from philosophical (ontological and epistemological) underpinnings, …

Opening Eyes By Opening Classroom Doors: Multicultural Musings Of Study Abroad In Italy, Deb L. Marciano Ph. D.

Journal of Multicultural Affairs

Abstract

Opening Eyes by Opening Classroom Doors:

Multicultural Musings of Study Abroad in Italy

This narrative inquiry examines multicultural site-based experiences of five pre-service teachers (early childhood and special education) during a four-week university sponsored study abroad program. Experiential learning (Kolb, 1984) opportunities were created for observations and teaching mini-lessons in Italian classrooms and immersion into Italian culture. The researcher’s study emanates from the pre-service teachers’ daily journal entries, informal conversations, and personal observations of reflections of their developing multicultural understandings, scaffolding upon their rural American backgrounds. To facilitate processing their lived experiences, it was necessary to work from an …

Narrative Inquiry: A Dynamic Relationship Between Culture, Language And Education, Esther Yim Mei Chan

Australian Journal of Teacher Education

Human development is a cultural process, and language serves as a cultural tool is closely related to virtually all the cognitive changes. The author addresses issues of language in education, and suggests that changing the medium of instruction should not be understood as purely a pedagogical decision. The connection between culture and language is examined for understanding why Hong Kong Chinese learners are stereotyped as passive learners. Through exploring personal experience with a student teacher, the author exemplifies how narrative inquiry is found to be a pragmatic approach to support teachers to become reflective thinkers. This study argues that narrative …

Teacher Education And Experiential Learning: A Visual Ethnography, Maureen F. Legge, Wayne Smith

Australian Journal of Teacher Education

Abstract: This article reports research that critically examined our teacher education outdoor education pedagogy. The purpose was to use visual ethnography to critique our teaching over twenty years of annual five-day bush-based residential camps. The bush camps were situated in an outdoor education programme contributing to a four-year undergraduate teacher education Bachelor of Physical Education in Aotearoa New Zealand. The research method involved photo-elicitation of selected photographs representing students’ experiences and our practices. We each wrote about the photographs using introspection and recall to create a layered narrative analysis reflecting on the educative focus of the images. We responded to …

Empowering Pre-Service Teacher Supervisors’ Perspectives: A Relational-Cultural Approach Towards Mentoring, Liisa Uusimaki

Australian Journal of Teacher Education

Positive relationship building between the university and the schools that receive their pre-service teachers are crucial to developing quality educators fit for the teaching profession. This paper presents an overview of a mentor workshop that was introduced by the professional experience unit of a regional university in Australia. The aim of the mentor workshop was to explore classroom teachers’ concerns when supervising pre-service teachers and find ways to better support them in the supervisor role. In addition, different ways and ideas about how to best meet the high (and growing) demand for professional experience placements were explored. Findings suggest that …