Tensions and dilemmas: a narrative inquiry account of a teacher-researcher.
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| Title: | Tensions and dilemmas: a narrative inquiry account of a teacher-researcher. |
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| Authors: | Meegan, John1 jmeegan@hiberniacollege.net |
| Source: | Irish Educational Studies. Dec2024, Vol. 43 Issue 4, p1271-1286. 16p. |
| Subject Terms: | *Teacher researchers, *Primary schools, *Doctoral degree, Narrative inquiry (Research method) |
| Geographic Terms: | Ireland |
| Abstract: | This article reports on a teacher-researcher's efforts to understand tensions and dilemmas encountered during a doctoral narrative inquiry research project with eight children in an urban, multidenominational primary school in the east of Ireland. Using a narrative inquiry framework and focusing on the teacher-researcher's experiences, this article makes visible how tensions and dilemmas shaped the teacher-researcher's ongoing identity formation, the inquiry and offers insight to others so they may learn from these experiences. This article conceptualises tension as the bumping of lives [Clandinin, D. Jean, and Michael F. Connelly. 2000. Narrative Inquiry: Experience and Story in Qualitative Research. 1st ed. San Francisco: Jossey-Bass Publishers] and the irresolvable desire to have one's story told [Cavarero, Adriana. 2000. Relating Narratives: Storytelling and Selfhood. Florence: Routledge. https://doi.org/10.4324/9781315824574]. The narratives contained in this article were gathered across several arts-based workshops and include dialogue vignettes between children and the teacher-researcher, segments from the teacher-researcher's fieldnotes and personal research journal. The article has implications for teachers who transition into doctoral studies and become teacher-researchers. Findings support the idea that problematic encounters faced while engaging in school-based research can be considered sites where new possibilities of understanding and knowing may emerge. [ABSTRACT FROM AUTHOR] |
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| Database: | Education Research Complete |
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| Abstract: | This article reports on a teacher-researcher's efforts to understand tensions and dilemmas encountered during a doctoral narrative inquiry research project with eight children in an urban, multidenominational primary school in the east of Ireland. Using a narrative inquiry framework and focusing on the teacher-researcher's experiences, this article makes visible how tensions and dilemmas shaped the teacher-researcher's ongoing identity formation, the inquiry and offers insight to others so they may learn from these experiences. This article conceptualises tension as the bumping of lives [Clandinin, D. Jean, and Michael F. Connelly. 2000. Narrative Inquiry: Experience and Story in Qualitative Research. 1st ed. San Francisco: Jossey-Bass Publishers] and the irresolvable desire to have one's story told [Cavarero, Adriana. 2000. Relating Narratives: Storytelling and Selfhood. Florence: Routledge. https://doi.org/10.4324/9781315824574]. The narratives contained in this article were gathered across several arts-based workshops and include dialogue vignettes between children and the teacher-researcher, segments from the teacher-researcher's fieldnotes and personal research journal. The article has implications for teachers who transition into doctoral studies and become teacher-researchers. Findings support the idea that problematic encounters faced while engaging in school-based research can be considered sites where new possibilities of understanding and knowing may emerge. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 03323315 |
| DOI: | 10.1080/03323315.2023.2236592 |
