Talking to Learn: The Critical Role of Conversation in
                    Narrative Inquiry

Hollingsworth, Sandra; Dybdahl, Mary

doi:10.4135/9781452226552.n6

Cited by 55 publications

(44 citation statements)

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“…Many of these studies have documented individual teachers' narratives shared during interviews with researchers. However, Hollingsworth and Dybdahl (2007) have suggested that much can also be learned about teaching when teachers are given the opportunity to engage in extended, narrative-based conversations with trusted colleagues. Accordingly, in my study, I gathered women elementary PSTs' personal-experience narratives through one-to-one and focus-group interviews, as narratives can create a pathway for individuals to form patterns and make connections across their experiences.…”

Section: Personal-experiences Narrativesmentioning

confidence: 99%

“…I utilized three focus-group interviews across two of the three semesters of data collection, as previous research illustrates that conversations between teachers offers a platform for unanswered questions and concerns to be addressed, even when the issues to be discussed address specific types of anxiety (Hollingsworth & Dybdahl, 2007). The focus-group interviews were between 1 and 2 hr long and were audio and/or video recorded.…”

Section: Data Sources and Collection Proceduresmentioning

confidence: 99%

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Mathematics Anxiety

Stoehr

2016

Journal of Teacher Education

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Mathematics educators agree elementary teachers should possess confidence and competence in teaching mathematics. Many prospective elementary teachers (particularly women) pursue careers in elementary teaching despite personal repeated experiences of mathematics anxiety. Previous studies of mathematics anxiety have tended to focus on physical sensations that occur during test-taking situations. This study analyzes how three women prospective elementary teachers described, explained, and related their experiences of mathematics anxiety while learning mathematics as K-12 students and while learning to teach mathematics. My research reveals that mathematics anxiety may reach beyond assessment situations and impact women prospective elementary teachers' larger mathematical histories. I show how women prospective elementary teachers may interpret mathematics anxiety as specific fears (e.g., loss of social belonging, loss of personal identity, or loss of practical competency) and how specific coping strategies may be invented to cope with the fear. I present evidence of how coping strategies may impede mathematics learning.

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Section: Personal-experiences Narrativesmentioning

confidence: 99%

Section: Data Sources and Collection Proceduresmentioning

confidence: 99%

Mathematics Anxiety

Stoehr

2016

Journal of Teacher Education

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“…The story of the SOQP policy development is shared through the perspective of the College staff responsible for facilitating these dialogic and narrative processes. The theoretical framework for the revision of the SOQP Guideline is rooted in the traditions of narrative (Bruner, 1986;Clandinin, 2007;Connelly & Clandinin, 1990;Hollingsworth & Dybdahl, 2007;Lyons & LaBoskey, 2002;Ricoeur, 1988;Witherell & Noddings, 1991); case narratives (Porter & Smith, 2011;Smith & Goldblatt, 2009); dialogue (Arnett, 1986;Bakhtin, 1981;Buber, 1970;Kogler, 1996); distributed leadership (Bolman & Deal, 2008;Harris and Chapman, 2002;Spillane, 2006); and professional standards (Ontario College of Teachers, 2003bTeachers, , 2009a.…”

Section: A Regulatory Contextmentioning

confidence: 99%

Democratic Dialogue as a Process to Inform Public Policy

Smith¹,

Qua-Hiansen²

2015

IJEPL

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An exploration of the collaborative reconceptualization of a provincial Supervisory Officer' s Qualification Program (SOQP) through the use of dialogic approaches is the focus of this inquiry. The stories, perspectives, and lived experiences of supervisory officers, principals, teachers, parents, students, and members of the public in Ontario were included as essential voices and information sources within policy development conversations. These narratives of experience revealed the forms of knowledge, skills, dispositions, and ethical commitments necessary for effective supervisory officers today and in the future. They also illustrated the transformative nature of narrative dialogue to enlighten, deepen understanding, and alter perspectives. The policy development processes used in this publicly shared educational initiative serve as a model of democratic dialogue. The inclusive and dialogic methods employed to collectively reconceptualize a supervisory officer formation program illustrate an innovative framework for developing policies governing the public good.

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“…I was specifically drawn to the writings of Hollingsworth and Dybdahl (2007) on the critical role of conversation in narrative research. By incorporating a blog component into the study it allowed for written conversations between the participants and the expansion of our understanding of decolonization through the sharing of our stories (Claudin & Connelly, 2000;Stewart, 2008).…”

Section: Methodsmentioning

confidence: 99%

“…The decision to utilize individual pre and post blog surveys allowed me to capture the individual worldviews of the participants on decolonization, whereas the use of the blog component facilitated the capturing of a collective understanding developed through blog interactions. Hollingsworth and Dybdahl (2007) discussed the critical value of conversation as a medium for learning through interactions. Sharing in the blog interactions facilitated both the researcher and participants to expand our collective understanding of the topic (Claudin & Connelly, 2000;Stewart, 2008).…”

Section: Research Frameworkmentioning

confidence: 99%

The Decolonization of Northwest Community College

Moore-Garcia¹

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Both Aboriginal and non-Aboriginal participants thought decolonization was a worthy goal for the college. Aboriginal participants felt hopeful that decolonization would happen in the future and thought decolonization had to do with moving forward to a time when they would be valued, respected, empowered, unashamed, safe, and viewed as equal to non-Aboriginals. Non-Aboriginal participants were unsure if decolonization was possible because it would require going back in time to restore the Aboriginal way of life. When non-Aboriginal participants felt their thoughts were not being valued or they were being associated with colonialism, they felt angry and guarded and were uncomfortable with Aboriginal participants expressing anger towards Colonizers.

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Talking to Learn: The Critical Role of Conversation in Narrative Inquiry

Cited by 55 publications

References 0 publications

Mathematics Anxiety

Mathematics Anxiety

Democratic Dialogue as a Process to Inform Public Policy

The Decolonization of Northwest Community College

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