Search results for "Narrative Inquiry"
showing 10 items of 82 documents
‘The teacher almost made me cry’ Narrative analysis of teachers' reactive classroom management strategies as reported by students diagnosed with ADHD
2016
This interview study addresses the gap in earlier research by focussing on the narratives of 13 ADHDdiagnosed Finnish students regarding teacher reactive classroom management strategies. The data are analysed through narrative analysis. Five different narrative types are identified, in which teacher behaviour is evaluated as (1) disproportionate, (2) traumatising, (3) neglectful, (4) unfair and (5) understanding. The dominant storyline e common to the first four types e constructed the narrator's transgression as contingent upon and a justified reaction to teacher conduct. The vicious cycle of coercive classroom management strategies and the culture of blame between students and teachers ar…
Counterbalancing global media frames with nationally colored narratives: A comparative study of news narratives and news framing in the climate chang…
2018
This study disentangles national and transnational influences on international journalism by distinguishing convergent issue framing from nationally specific narrative in news texts. In a comparative quantitative content analysis of the newspaper coverage in five democratic countries (Brazil, Germany, India, South Africa, and United States) during four United Nations climate change conferences from 2010 to 2013, both textual-visual framing and narrative features were studied simultaneously for the first time. The narrative dimension consisted of variables that gauge (1) the degree of narrativity in an article, (2) the type of narrative (i.e. stories of catastrophe, conflict, success etc.),…
Opposite Ends: widows' narratives of contemporary late life
2020
The life course perspective frames this study of contemporary late life. Thematic narrative analysis is employed to analyse the stories of 16 Finnish widows aged 79–89 years (Moving in Old Age: Transitions in Housing and Care research project) in order to explore the experiences related to growing old. The results indicate two kinds of narratives: nostalgic reminiscences about a happy past are typical of the retiring to solitude story, characterised by experiences of life nearing its end and of letting go; and those inclined towards the keeping up narrative are still seeking new experiences and playing active roles in everyday life. Both kinds of stories encompass well-being, in spite of…
From the school to the university : A narrative pedagogy for teacher education
2020
El presente artículo muestra el modo en que la indagación narrativa se convierte en un pasaje formativo entre aquello que experimentamos al investigar junto a maestras en la escuela y aquello que se va movilizando como un saber narrativo, práctico, y de la experiencia, en nuestras clases en la universidad. Esos pasajes nos preparan para una relación con la realidad educativa. Una realidad que requiere de una relación pensante con el acontecer de las cosas, con aquello que nuestras estudiantes han vivido y con aquello que vamos viviendo junto a ellas en la Formación Inicial del Profesorado. Los pasajes son, entonces, un modo de transitar la pregunta pedagógica por los hechos educativos. Un m…
The meanings of differentiated instruction in the narratives of Eritrean teachers
2021
The principles of inclusive education largely accepted by governments of different countries require differentiated classroom instruction to meet the diverse needs of individual students. Despite this, teachers have differing experiences and understandings about implementing differentiated instruction (DI) and heterogeneous classrooms. This narrative study aimed at exploring the meanings of DI in the Eritrean context, where teachers are not explicitly familiar with the concept, although their teaching practices reflect some level of differentiation. The research data consisted of 17 narrative interviews with Eritrean mathematics and science teachers. The results of the narrative analysis sh…
Transnational Heritage in the Making. Strategies for Narrating Cultural Heritage as European in the Intergovernmental Initiative of the European Heri…
2014
The idea of a transnational cultural heritage has become topical in Europe because of the new EU heritage initiatives, such as the European Heritage Label scheme. Even though the scheme is administered at the European level, its implementation is transferred to heritage agents in the countries participating in the initiative. How do the heritage agents narrate the labeled heritage sites as European? Using the method of narrative analysis, this article identifies six key strategies of making sense of a European cultural heritage. Even though the scheme includes certain frameworks in which the heritage agents have to interpret and narrate the sites as European, it enables them to interpret th…
Action research and narrative inquiry: five principles for validation revisited
2012
The article continues the discussion of the five quality principles proposed by Heikkinen, Huttunen, and Syrjala, published in 2007 in Educational Action Research. In the present article, the authors reconsider the five principles: historical continuity; reflexivity; dialectics; workability; and evocativeness. These five principles are critically examined from two viewpoints. First, the authors discuss comments on the quality of the principles published in Educational Action Research, referring to contemporary discussion within the philosophy of science. Second, they review some empirical action research reports in which these principles have been applied. The authors point out some problem…
Qui suis-je
2020
The scarcity of research on French immersion teachers’ professional identity contrasts with the increasing popularity of French immersion programs in Canada and the concomitant need for French immersion teachers. This study explores the professional identity negotiation of four French immersion teachers in Alberta, Canada, with a focus on discontinuity. Semi-structured interviews conducted face-to-face with the participants were analysed using dialogic narrative analysis. The findings highlight how discontinuity is occasioned by a change in knowledge about the French immersion teaching as a profession, encountering classroom realities, shifting one’s values concerning second language learni…
Teacher–child relationships narrated by parents of children with difficulties in self-regulation
2016
This study addresses the relationships between teachers and children (four to six years old) with difficulties in self-regulation from the parent's point of view. Narratives were constructed in 21 interviews with parents of children who have difficulties in self-regulation. The study focused on two questions: (i) What kinds of teacher–child relationships can be identified in the parents’ narratives? and (ii) How is the child positioned in this relational context? The teacher–child relationships found were labelled neutral, problematic and caring. Within these categories, the child was positioned in nine ways ranging from the child as troublesome to the child as unique. The study offers tool…
Dialogues of Joy : Shared Moments of Joy Between Teachers and Children in Early Childhood Education Settings
2019
Abstract The study focuses on teachers’ and children’s shared moments of joy in early childhood education settings and contributes new knowledge in educational research by exploring joy as a relational rather than an individual phenomenon. The theoretical and methodological framework draws on a narrative approach and Martin Buber’s dialogical philosophy. Data were gathered through video observations and diary notes in open ECE groups in Finland, with children from 2 to 6 years. The scenes of everyday life in ECE appeared to radiate an overall positive atmosphere. However, the relationship between shared joy and dialogue was multifaceted. On one hand, joyful moments between teachers and chil…