The aim of this paper is to describe an approach to the study of the educational trajectories of students at risk of exclusion and to discuss the suitability of this methodological procedure for a narrative approach. In this research, the theory of the life course by reconstructing life stories has been used to observe how the different experiences in the educational trajectory of these students develop and how these affect their involvement with their studies and school. Through this paper, the research process will be exposed, from the epistemological foundation of research to the method employed for the analysis and discussion of results. A way to delve into an insufficiently explored form of research will be proposed. The application of Barton and Lazarsfeld’s qualitative analysis procedures is novel in the paper; not only for the depth achieved in the analysis of the trajectories of the subjects, but also for the possibility of its integral application in the data analysis software ATLAS.ti. The main conclusions reached in this text are: (1) the full validity of the analysis procedures established by Barton and Lazarsfeld; (2) the progress that supposes its application with the support of the software ATLAS.ti; (3) Semantic exploration through the tools available facilitates the deepening of the development of biographical-narrative research.
PurposeThis paper draws on data from a research project that examined the professional relationships that existed between teachers of different generations within an educational setting, including both those inside and outside school.Design/methodology/approachA qualitative approach was adopted to better understand participants' intergenerational relationships. Data were collected via semi-structured interviews conducted online. Data analysis was carried out using Atlas.ti 22 software. This focused on participants' professional relationships, generationally-inflected professional relationships, links to the school and connections with their environment.FindingsThe paper shows that commitment to the profession and work climate were among the key aspects referred to by the interviewees. The different age groups agreed that they had experienced intergenerational feedback and that there was closer contact between peers of the same generation, which led to greater levels of affinity. The shared responsibility that comes with teaching and the sense of belonging were essential links to the school. The generational groups underlined the importance of building bridges and participating in collaborative networks to form connections with their environment.Originality/valueAlthough several studies have considered various factors influencing professional relationships from an intergenerational perspective, this paper adds value to the existing literature by providing new data and analyzing the barriers and opportunities experienced by teachers of different generations (novice, veteran and retired) in their professional work within and beyond the educational setting.
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