Reflexivity in a longitudinal narrative inquiry: in pursuit of clarity of interpretations

Macqueen, Suzanne; Patterson, Carmel

doi:10.1080/1743727x.2020.1724279

Cited by 6 publications

(4 citation statements)

References 50 publications

(30 reference statements)

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“…In this current study, these data helped us understand the first and second data sources better and further confirmed the conclusions. Moreover, such kinds of informal interactions helped to build a very good researcher-participant relationship, which has been considered a significant aspect of narrative inquiry (Macqueen & Patterson, 2020). Based on this relationship, Sunjie would like to share her stories sincerely and spontaneously.…”

Section: Discussionmentioning

confidence: 99%

“…Conversations are used by many researchers in narrative inquiry (e.g.,Li & Craig, 2019;Zhu et al, 2020). They help improve the relationship between researchers and participants, which is placed emphasis on in a narrative inquiry approach (Clandinin &Connelly, 2000;Macqueen & Patterson, 2020;Yuan & Lee, 2016). We told our participant the main focuses before each conversation.…”

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confidence: 99%

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Understanding a STEM teacher’s emotions and professional identities: a three-year longitudinal case study

Jiang

Wang

et al. 2021

IJ STEM Ed

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Background Teacher emotions are sometimes underplayed in the research field of teaching and teacher education. Also, teachers often undergo transformations in their professional identities during education reforms. However, very few studies explore the connections between teacher emotions and their professional identities against the background of education reforms, especially in Asian contexts. There is an increasing emphasis on STEM as an education reform in China and the world, and a deep understanding of STEM teacher emotions and professional identities is necessary in the fast development of STEM education. This study examined how a STEM teacher emotionally constructed her professional identities under the STEM education reform. Methods This is a 3-year longitudinal case study employing a narrative inquiry approach with one STEM teacher in China. Data collection included one in-depth, semi-structured interview, three conversations, personal emotional diaries, and correspondence records. A four-step data analysis was conducted. Results Three major themes reflecting the participant’s emotional professional identities emerged, including “an interested but confused learner”, “an enthusiastic but nervous explorer”, and “an excited but unsatisfied mentor”. In the participant’s experiences as a learner, explorer, and mentor, positive and negative emotions were always intertwined. These helped construct and shape her professional identities and encouraged her to be the best STEM teacher that she could be. Conclusion This study provides a series of vivid and dynamic pictures of a STEM teacher’s emotions and professional identities against the background of STEM education reform in China from a 3-year longitudinal perspective. It also indicates the personal, social, cultural, and contextual factors that could have strong effects on teachers’ emotional experiences and the construction of professional identities. Furthermore, this study reveals that three processes (i.e., the process of education changes, the process of creating new or multiple professional identities, and the generation process of teacher emotions) could be intertwined and developed together.

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Section: Discussionmentioning

confidence: 99%

mentioning

confidence: 99%

Understanding a STEM teacher’s emotions and professional identities: a three-year longitudinal case study

Jiang

Wang

et al. 2021

IJ STEM Ed

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“…We did this to allow time for informants to build perceptions and experiences and to capture perspectives of transfer of training both during and after the training programme. Time between interviews allow additional reflection leading to an increased level of detail in the narrative data [ 26 , 27 ].…”

Section: Methodsmentioning

confidence: 99%

Ticket to perform: an explorative study of trainees’ engagement in and transfer of surgical training

et al. 2023

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Background Research suggests that simulation-based surgical skills training translates into improved operating room performance. Previous studies have predominantly focused on training methods and design and subsequent assessable performances and outcomes in the operating room, which only covers some aspects of training engagement and transfer of training. The purpose of this qualitative study was to contribute to the existing body of literature by exploring characteristics of first-year trainees’ engagement in and perceptions of transfer of surgical skills training. Methods We conducted an explorative study based on individual interviews with first-year trainees in General Surgery, Urology, and Gynaecology and Obstetrics who participated in a laparoscopic skills training program. Informants were interviewed during and two months after the training program. A thematic cross-case analysis was conducted using systematic text condensation. Results We interviewed 12 informants, which produced 24 transcripts for analysis. We identified four main themes: (1) sportification of training, (2) modes of orientation, (3) transferrable skills, and (4) transfer opportunities. Informants described their surgical training using sports analogies of competition, timing, and step-by-step approaches. Visual orientations, kinaesthetic experiences, and elicited dialogues characterised training processes and engagement. These characteristics were identified in both the simulated and the clinical environment. Experiences of specific skills transfer included ambidexterity, coordination, instrument handling, and visuospatial ability. General transfer experiences were salient in informants’ altered training approaches. Informants considered the simulation-based training an entry ticket to perform in the operating room and mentioned supervisor-trainee relationships and opportunities in the workplace as critical conditions of transfer. Conclusions Our findings elucidate characteristics of surgical training engagement that can be interpreted as self-regulated learning processes that transcend surgical training environments. Despite appreciating the immediate skills improvements resulting from training, trainees’ narratives reflected a struggle to transfer their training to the clinical setting. Tensions existed between perceptions of transferable skills and experiences of transfer within the clinical work environments. These results resonate with research emphasising the importance of the work environment in the transfer process. Our findings provide insights that may inform the development of training programs that support self-regulated learning and transfer of training from the simulated to the clinical environment.

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“…In case-study approaches, repeat interviews serve as locations for building relationships between researchers and participants that is seen to enrich the narratives (Reynolds & Beresford, 2020). The relationships built over time are widely considered essential in understanding the implicit meanings embedded in participant narratives (Macqueen & Patterson, 2021). In many cases researchers form bonds with participant over the course of their longitudinal studies, becoming a part of their experiences.…”

Section: Participant Narratives Research Narratives and Researcher Re...mentioning

confidence: 99%

Making Sense of Making Sense of Time: Longitudinal Narrative Research

McKibben

Breheny

2023

International Journal of Qualitative Methods

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Narratives, like the people who tell them, are fluid, changing through time and in response to context. Longitudinal narrative interviewing enables researchers to explore the meaning of stability and change in narratives over time. Despite much attention to and application of longitudinal narrative interviews in recent years, the ways that time is conceptualized and the ways it is applied are markedly different. In this paper the authors present a scoping review to examine the methodological and empirical literature on longitudinal narrative interviewing in health-related research. This research is used to highlight a methodological tension between narrative theorizing of time and analytic practice in research involving longitudinal narrative interviews. Longitudinal narrative research struggles to acknowledge time as both chronological and interpretative, and in doing so misses an opportunity to examine interviews as both multiple data collections and as multiple instances of narrative re-configuration. The authors suggest that future theorizing and empirical work can strive to bridge an onto-epistemological gap by intentionally foregrounding theoretical orientations to time within narrative analytic approaches using repeated interviews.

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Reflexivity in a longitudinal narrative inquiry: in pursuit of clarity of interpretations

Cited by 6 publications

References 50 publications

Understanding a STEM teacher’s emotions and professional identities: a three-year longitudinal case study

Understanding a STEM teacher’s emotions and professional identities: a three-year longitudinal case study

Ticket to perform: an explorative study of trainees’ engagement in and transfer of surgical training

Making Sense of Making Sense of Time: Longitudinal Narrative Research

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