Accessing Narrative Oral History and Phenomenological Lifeworld Experience Through Interviews: Professional Learning Experience of Expert Teachers

Patterson, Carmel

doi:10.4135/9781526401120

Cited by 4 publications

(6 citation statements)

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“…To gain a perspective from across the sector, a purposive sampling method for data collection (Wellington 2000;Silverman 2014;Patterson 2016), informed by the geographical location of courses, is used to identify courses and invite involvement from JNCPQEd teaching academics. This method brings together firstly an element of insider knowledge of the sector, developed through academic networks, to help identify courses.…”

Section: Methodsmentioning

confidence: 99%

Initial Professional Education for Youth and Community Workers: Exploring Academic’s Experiences

Norris

2024

JAYS

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This paper reflects on a small-scale piece of research into the experience of academics involved in the initial professional education of youth and community workers in England during the period 2015–2016, when multiple factors were affecting degree-qualifying youth and community worker education. Interviews with six academics identify the influences of funding issues, changing contexts for fieldwork settings, varied perceptions of professional youth work to ongoing pressures within higher education which inform their experience. This research draws on Bourdieu’s thinking tools of habitus and illusio as a theoretical lens to explore academics’ ongoing commitment to professional youth and community worker education. The actions and messages from the research participants offer an insight into the varied situations academics are navigating at this point in time, and resonate with a contemporary, post-pandemic context. The paper concludes with areas for further research into the ongoing development of initial professional youth and community worker education.

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Section: Methodsmentioning

confidence: 99%

Initial Professional Education for Youth and Community Workers: Exploring Academic’s Experiences

Norris

2024

JAYS

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“…How do expert teachers construct meaning from their personal professional development and their approach to their own learning? (Patterson, 2017).…”

Section: Combining Narrative and Phenomenological Methodologiesmentioning

confidence: 99%

“…The qualitative principles of verisimilitude, appetency and transferability provided rigor for the study (Pinnegar and Daynes, 2007; Van Maanen, 1988; Clandinin and Connelly, 2000), centering on transferability rather than generalizability (Lincoln and Guba, 1985). Verisimilitude requires the reasonable appearance of truth and reality in representations (Clandinin and Connelly, 2000) and appetency is the recognition of shared hopes and goals (Patterson, 2017). The interpretation of expert teachers’ beliefs and views of their professional learning experiences should be recognizable and realistically resonate with participants and their experience.…”

Section: Combining Narrative and Phenomenological Methodologiesmentioning

confidence: 99%

“…This study was conducted in Australia with secondary school teachers to address the overarching research question, how do expert teachers construct meaning from their personal professional development and their approach to their own learning? (Patterson, 2017).…”

Section: Research Context and Questionmentioning

confidence: 99%

“…Verisimilitude requires the reasonable appearance of truth and reality in representations (Clandinin and Connelly, 2000) and appetency is the recognition of shared hopes and goals (Patterson, 2017). The interpretation of expert teachers' beliefs and views of their professional learning experiences should be recognisable and realistically resonate with participants and their experience.…”

Section: Qualitative Principles Of Rigourmentioning

confidence: 99%

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Constructing narrative and phenomenological meaning within one study

Patterson

2018

QRJ

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Purpose 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. Design/methodology/approach This paper considers one example of combining narrative inquiry and phenomenological inquiry to construct new understandings of teacher learning from an Australian study. Findings 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. Research limitations/implications 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. Practical implications 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. Originality/value 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.

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Re-envisioning Teacher Learning—Enacted Personal Professional Learning (EPPL)

Patterson

2019

Enacted Personal Professional Learning

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Accessing Narrative Oral History and Phenomenological Lifeworld Experience Through Interviews: Professional Learning Experience of Expert Teachers

Cited by 4 publications

References 0 publications

Initial Professional Education for Youth and Community Workers: Exploring Academic’s Experiences

Initial Professional Education for Youth and Community Workers: Exploring Academic’s Experiences

Constructing narrative and phenomenological meaning within one study

Re-envisioning Teacher Learning—Enacted Personal Professional Learning (EPPL)

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