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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.
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]
Copyright of Irish Educational Studies is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: 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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  Data: <i>Copyright of Irish Educational Studies is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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