The Life Story Interview

Atkinson, Robert D.

doi:10.4135/9781412986205

Cited by 839 publications

(444 citation statements)

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“…Data was collected in June 2016, by the free, associative recording of the students' opinions, that allowed the respondents to report what was worth highlighting, the "truth" that they wanted to mention by answering the open question: "How would I describe my experience from my participation in the debate?". This technique, because it is anonymous, free and open, ensures that the original experiences and feelings will be deposited (Atkinson, 1998). It is noted that from the 24 students who followed the course of "Bioethics" during the academic year 2015-16, 19 students responded and thus, constituted the sample of the research.…”

Section: Methodsmentioning

confidence: 99%

Debates in Teaching Bioethics

Kedraka

Kourkoutas

2018

JCT

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In this small scale study in higher education, a good educational practice on the teaching of Bioethics based on transformative learning and accomplished by debates is presented. The research was carried out in June 2016 at the Department of Molecular Biology and Genetics, Democritus University of Thrace, Greece and it includes the assessment of the debating experience by the students participating in the course. The research followed the qualitative method and data was collected by free association through a single question posed to students, asking them to critically reflect on their debating experience. Content analysis was used for analyzing their responses. Debates seem to be a good practice for teaching Bioethics, since it leads to transformative learning for the future scientists, as it is highlighted by the students' views. They strongly state that they were highly interested and motivated by their participation in debates, an active teaching method that promotes the development of critical thinking, questioning, processing and presentation of scientific data, as well as the improvement of communication and cooperation skills. The most significant finding, though, was the critical reflection that young students reached regarding the subtle, difficult ethical issues of Biosciences.

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Section: Methodsmentioning

confidence: 99%

Debates in Teaching Bioethics

Kedraka

Kourkoutas

2018

JCT

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“…Moreover, individuals reminisce about their past involvement in consumption cultures, at the point of being immersed within them. Analysing oral history as historically contingent enables a critical approach to the construction of life-stories as narratives (Atkinson 1998). Lived human experience tends to be communicated self-referentially, in order to "create and maintain a sense of coherence, integrity and/or identity" (Cohler and Hostetler 2004, 556).…”

Section: Life-course Methodologymentioning

confidence: 99%

Consumer Behaviour and the Life Course: Shopper Reactions to Self-Service Grocery Shops and Supermarkets in England c. 1947–75

et al. 2010

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1Consumer behaviour and the life-course: shopper reactions to self service grocery shops and supermarkets in England c. Abstract. The paper examines the development of self-service grocery shopping from a consumer perspective. Using qualitative data gathered through a nationwide biographical survey and oral histories, it is possible to go beyond contemporary market surveys which give insufficient attention to shopping as a socially and culturally embedded practice. The paper uses the conceptual framework of the life-course, to demonstrate how grocery shopping is a complex activity, in which the retail encounter is shaped by the specific interconnection of different retail formats and their geographies, alongside consumer characteristics and their situational influences. Consumer reactions to retail modernization must be understood in relation to the development of consumer practices at points of transition and stability within the life-course. These practices are accessed by examining retrospective consumer narratives about food shopping.2

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“…Atkinson (2002, p. 123) explains, "life story interviewing is a qualitative research method for gathering information on the subjective essence of one person's entire life that is transferable across disciplines". Thus, by approaching teachers from the story, they chose to tell (Atkinson, 1998); data revealed that teachers were aware of the system where they were immersed. This awareness was, to some extent, the result of knowledge they had acquired to comply with the methodological requirements of the institution for which they were working.…”

Section: Data Analysis and Findingsmentioning

confidence: 99%

Teacher Research: Exploring Teachers’ Personal Epistemology through Narrartive Lens. A Colombian Case

Casallas¹

2017

ELT

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This narrative inquiry study looked into four teachers' life stories regarding their teaching practice. The study explored teachers' experiences in pre-while and after stages when being observed by an academic supervisor in a binational but non-profit English center in Bogota, Colombia. By attempting to explore the possible forms of teachers' knowledge, the study took on narrative inquiry as the research approach to explore how teachers approach and navigate personal and fixed epistemologies regarding teaching. Findings revealed that teachers' personal epistemologies are shaped by elements like agreement and negotiation of meaning when supervisors assess/evaluate or discuss issues of the teaching practice. Based on the findings, I argue teachers' personal epistemologies are driven by collaborative situated activities teachers engage in.

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The Life Story Interview

Cited by 839 publications

References 0 publications

Debates in Teaching Bioethics

Debates in Teaching Bioethics

Consumer Behaviour and the Life Course: Shopper Reactions to Self-Service Grocery Shops and Supermarkets in England c. 1947–75

Teacher Research: Exploring Teachers’ Personal Epistemology through Narrartive Lens. A Colombian Case

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