Series editor(s): Dr Stefinee Pinnegar
Subject Area: Education
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|Title:||Narrating the tensions of teacher educator researcher in moving story to research|
|Author(s):||Stefinee Pinnegar, Mary Lynn Hamilton|
|Volume:||13 Editor(s): Julian Kitchen, Darlene Ciuffetelli Parker, Debbie Pushor ISBN: 978-0-85724-591-5 eISBN: 978-0-85724-592-2|
|Citation:||Stefinee Pinnegar, Mary Lynn Hamilton (2011), Narrating the tensions of teacher educator researcher in moving story to research, in Julian Kitchen, Darlene Ciuffetelli Parker, Debbie Pushor (ed.) Narrative Inquiries into Curriculum Making in Teacher Education (Advances in Research on Teaching, Volume 13), Emerald Group Publishing Limited, pp.43-68|
|DOI:||10.1108/S1479-3687(2011)00000130006 (Permanent URL)|
|Publisher:||Emerald Group Publishing Limited|
|Article type:||Chapter Item|
Purpose – This chapter explores the complexity and tensions inherent in the question of how story becomes research with particular attention to the use of narrative research in studying teacher education.
Approach – To do this, we begin each section with a narrative fragment from earlier published research in which we collaborated (Hamilton, 1995). Then, we use narrative research analysis tools to explore the meaning of each fragment, lay that understanding alongside research accounts and wonderings about research in and by teacher educators, and consider the fragment in terms of specific understandings of narrative inquiry as research methodology for studying teacher education.
Findings – This chapter examines when story moves to research while probing the tensions between knowledge and living as teachers, teacher educators, and teacher educator researchers. Using the first fragment, we explore fulfilling roles as a teacher educator by using a narrative analysis tool that teases apart the author's role of narrator, actor, and character. In the second fragment, we consider the contexts that influence a teacher educator researcher by examining the fragment to determine the levels of narrative. In the third fragment, we utilize the tools of plotlines and tensions to unpack the competing plotlines of epistemology (modernist vs. narrative) ending with an examination of the importance of ontology in narrative work. In our fourth fragment, we unpack nine approaches to narrative by examining the essential role of story for each element of the research process.
Research implications – As teacher educator researchers, we always stand in the midst – in the midst of the story where we may be simultaneously narrator, character, and actor, in the midst of living the research we are most interested in studying. Within a single moment, we can act as teacher, teacher educator, and teacher educator researcher when our research focuses on our own practice. Our experience as we live it represents the tension between arrival and arriving.
Value – The value of this chapter is the way in which it demonstrates narrative analysis and distinguishes among various approaches to narrative research.
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