This book offers a vital new approach to teacher professional learning, drawing on teachers’ stories from the field. It investigates expert teachers’ professional learning and uses a narrative framework to analyse their meaning-making processes. The book focuses on how proficient teachers develop their expertise, emphasising that individual needs and the contextual nature of learning require a personally enacted approach.
Further, it explores the stories of five secondary school teachers, nominated by their colleagues for their outstanding expertise, to present new insights into expert teachers’ views. Using a new evidence-based approach, Enacted Personal Professional Learning, it incorporates teachers’ unique perspectives, problems and thought processes in order to understand expert teachers’ learning, and offers essential principles for promoting storytelling to help teachers be or become empowered educators who can actively shape education communities for teacher professional learning.
Macqueen, S & Patterson, C 2020, 'Reflexivity in a longitudinal narrative inquiry: in pursuit of clarity of interpretations', International Journal of Research and Method in Education.View/Download from: Publisher's site
© 2020, © 2020 Informa UK Limited, trading as Taylor & Francis Group. The need for researcher reflexivity in qualitative research, especially where data are gathered through interview, is well documented. Studies employing a range of theoretical frameworks and methodologies are similarly affected, with researchers needing to consider specific contextual factors related to the design nuances of each project. This paper focuses on the need for reflexivity, including ethical concerns, in a longitudinal study using narrative inquiry and a Bourdieuian framework. The study included multiple interviews with thirteen students from ‘non-traditional’ backgrounds over a four-year period to examine their experiences of studying at a regional Australian university. Issues around interviewer/interviewee relationships are outlined, along with possible mis/re/interpretations of data. Results demonstrate the critical nature of skilled and ethical interviewing techniques, emphasizing the importance of designing questions which do not pre-empt findings or skew results. Overall, the benefits for both researchers and interviewees of longitudinal studies allowing substantial time lapses facilitating reflexivity between interviews are made evident.
The purpose of this paper is to argue for the articulation of the affordances of two qualitative methodologies when used within one study to address the multi-dimensional nature of the research phenomena.
This paper considers one example of combining narrative inquiry and phenomenological inquiry to construct new understandings of teacher learning from an Australian study.
The author draws on the individual meaning-making and shared social phenomena of professional learning explored for five secondary school teachers. Findings are accessed in two ways: narrative inquiry enables the construction of unique professional learning narratives and phenomenological inquiry proposes commonalities in the teachers’ experiences.
Selected examples from the study are used to explore what may be learnt from combining two interpretative methodologies within one study with limited references to the overall research findings.
These qualitative methodological designs and their implementation within one study have positive influences on the multifaceted nature of the construction of meaning-making in teacher professional learning. Furthermore, using two qualitative methodologies together provide insights on the study phenomena, in this instance, highlighting the personal aspect of expert teachers’ professional learning needs and the disruptive dissonance of ongoing problematics as central for the teachers throughout their professional learning.
This study offers one possibility for combining methodologies to access the meaning-making in teacher learning and one avenue for creating hermeneutic understanding in using the methods within this approach.
Patterson, CM 2017, 'Accessing Narrative Oral History and Phenomenological Lifeworld Experience Through Interviews: Professional learning experience of expert teachers', SAGE Research Methods Cases.View/Download from: Publisher's site
Patterson, CM Charles Sturt University 2014, Addressing individual workplace learning needs for under-represented student groups, Sydney.