Narrative Research

Ntinda, Kayi

doi:10.1007/978-981-10-2779-6_79-1

Cited by 16 publications

(12 citation statements)

References 33 publications

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“…The final step, data interpretation, involved aggregating the narrative threads with a pre-formed understanding of knowledge management theory. As narrative inquiry allows the construction of simultaneous meanings between the interviewees and the researcher for extended periods, this approach allows for a more objective analysis of the findings as there is no sole reliance on the subjective interpretation of the researcher (Ntinda, 2020).…”

Section: Discussionmentioning

confidence: 99%

Community of practice: the making of knowledge dynamic in intangible cultural heritage

Lee¹

2022

CBTH

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Purpose This study aims to understand how a community of practice (CoP) facilitates the knowledge spiral of intangible cultural heritage (ICH) in tourist destinations. Design/methodology/approach This case study focuses on Cantonese opera, a representative example of the ICH of Hong Kong. Narrative inquiry with eight CoP members was used in this study. Findings The CoP members believed that the city has unique and quality tourism knowledge. They used their professional expertise in the domains of creating, collecting and sharing both explicit and tacit knowledge. With the strategic goal of creating a sustainable competitive advantage, CoP act as a kernel in knowledge creation by converting explicit knowledge into tacit knowledge and vice versa. Originality/value This study uses the knowledge spiral model to understand knowledge creation, and it contributes to the sparse literature on knowledge management in the field of tourism, especially the role of CoP. It addressed a gap in the literature pertaining to knowledge creation and ICH.

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Section: Discussionmentioning

confidence: 99%

Community of practice: the making of knowledge dynamic in intangible cultural heritage

Lee¹

2022

CBTH

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“…The narrative research design, which aims to "unravel consequential stories of people's lives as told by them in their own words and worlds" [24], was employed in this study. As a method of analysis, the six-step guide of [6] was used.…”

Section: Methodsmentioning

confidence: 99%

Teaching in the New Normal through the Lenses of English Teachers

Nedamo

Pineda

2023

JHED

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This study looked into the challenges that two Senior High School teachers of English and four Junior High School teachers who taught in a Schools Division in one of the cities in the Philippines encountered in teaching English to high school students, into their coping strategies, and into the insights they gained into such experiences vis-à-vis lesson preparation, lesson delivery, modular teaching modality, and assessment of students’ outputs in the New Normal during the School Year 2020-2021. Narrative research design was employed, and thematic analysis was used to identify, analyze, and interpret patterns of meaning within the data provided by the participants who composed the entire population. The findings reveal the following themes that were gleaned from the participants’ responses. As for the challenges the participants encountered, the following themes were obtained: (1) Preparing Learning Activities that Best Suit Students’ Needs; (2) Finding Ways and Means to Reach Out to Students; (3) Lack of Supervision Engenders Unanswered Retrieved Modules or Unreturned Modules; and (4) Ensuring the Authenticity of Students’ Answers. As regards the coping strategies the participants employed in dealing with the challenges they encountered, the following themes were derived: 1) Functioning at an Optimal Level by Engaging in Favorable Plans of Action; (2) Strategizing Ways to Promote Transfer of Learning; (3) Exuding Optimism and Providing Avenues to Facilitate Distance Learning; and (4) Making Room for Students to Submit Well-thought-out Outputs. With respect to the insight gained by the participants into the challenges they came up against and into the coping strategies they utilized to face up to those challenges, the following themes were attained: (1) Flexible and Enthusiastic Teaching Lead to Successful Lesson Planning; (2); Communication, Creativity, and Corroboration Foster Comprehension Amongst Students (3) Communication and Patience Cultivate an Environment Conducive to Modular Distance Learning; and (4) Devising a Course of Action for Evaluating Students’ Work is Propitious. Indeed, the teachers had the fortitude to face the difficulties that the New Normal brought and discovered that communication, creativity, corroboration, patience, and a plan for evaluating students' outputs could all contribute to effective teaching and learning.

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“…A qualitative, descriptive narrative design (Edmonds & Kennedy, 2017) was used to explore the experiences of educators who engaged in ERTL during the COVID-19 pandemic. This approach was most suitable as it allowed for the unravelling of ‘consequential stories of people’s lives as told by them in their own words and worlds’ (Ntinda, 2018 , p. 1). A narrative design presented an opportunity for educators to document and reflect on their practice to support, evaluate and improve teaching and learning.…”

Section: Methodsmentioning

confidence: 99%