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Book part
Publication date: 1 December 2014

Geert Kelchtermans

Narrative-biographical perspectives have taken on a very prominent role in both the research on and practices of teacher education (both preservice and in-service) over…

Abstract

Narrative-biographical perspectives have taken on a very prominent role in both the research on and practices of teacher education (both preservice and in-service) over the past decades. This chapter briefly situates and explains this “narrative turn,” and continues with the presentation and discussion of concrete pedagogical applications of narrative-biographical approaches. A storied example of one approach is followed by a general discussion of its educational rationale and the necessary conditions for its use. References are made to narrative language as a genre, its contextualized nature as well as the connection with (student) teachers’ developing sense of self.

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International Teacher Education: Promising Pedagogies (Part A)
Type: Book
ISBN: 978-1-78441-136-7

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Article
Publication date: 25 October 2019

Beltran Roca, Eva Bermúdez-Figueroa and Francisco Estepa-Maestre

The purpose of this paper is to examine the potential of life story for the teaching of sociology to Social Work students. It contains the results of a teaching experiment…

Abstract

Purpose

The purpose of this paper is to examine the potential of life story for the teaching of sociology to Social Work students. It contains the results of a teaching experiment in higher education which aims to foster sociological imagination among students.

Design/methodology/approach

The study employs a mixed methodology. The quantitative data came from a survey handed out to the students with closed and open questions. The qualitative information came from the contents of class exercises in which the students had to connect the theoretical contents of the course of sociology with the biographical narratives of different research subjects.

Findings

The results reflect student satisfaction or appreciation regarding the use of the life story as a teaching resource, as well as a successful acquisition of sociological skills and knowledge, such as critical thinking, micro-macro connection and the interplay between structure and agency.

Practical implications

Life story and narrative methods should be employed in post-secondary education as teaching instruments.

Originality/value

The study contributes to expand the reflection on narrative techniques as a pedagogical tool. The paper provides several examples of class exercises with biographical narratives that have demonstrated to be successful for teaching sociology in higher education.

Details

Journal of Applied Research in Higher Education, vol. 12 no. 5
Type: Research Article
ISSN: 2050-7003

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Article
Publication date: 8 July 2019

Maximiliano Jose Ritacco and Antonio Bolivar

The purpose of this paper is to propose an emerging approach in research on school leadership, within the framework of the “International Successful School Principalship…

Abstract

Purpose

The purpose of this paper is to propose an emerging approach in research on school leadership, within the framework of the “International Successful School Principalship Project (ISSPP)”, where one of the three key research strands is “Principals’ identities”.

Design/methodology/approach

The paper responds, from a biographical-narrative approach, to knowledge about the impact of the Spanish model of school management on the professional identity of school principals. It analyses the biographical interviews of 15 school principals, through a process of structuring and categorizing the data collected, applying content analysis.

Findings

The dimensions of the principals’ identities emerge in different categories: personal identity, professional identity (internal perspective), professional identity (external perspective), social identity, professionalization and dual identity.

Research limitations/implications

The authors studied identities in a project entitled “Successful school principals”, understanding that successful leadership practices largely depend on headteachers’ identities. That is, when the identities are weak and unstable, with a poor identification with the managerial tasks and functions, and not recognised by the teaching staff, the school will probably be unsuccessful. On the contrary, when there are headteachers with a strong professional identity, the authors want to show that there is a positive impact on improvement of results. In the future, in the development of the research project, the authors aim to verify the relationship between headteachers’ identities and educational improvement.

Practical implications

The knowledge gained in our study would enable us to reimagine lines in order to increase the professionalization and identities of headteachers, redesigning work contexts in ways which can strengthen fragile and unstable identities. Finally, the implications of the study in relation to future research can be summarised by the following ideas.

Social implications

Understanding the world of the lives (lebenswelt) of Spanish headteachers means adopting a hermeneutic approach, observing the self-interpretation comments expressed by the subjects, where the temporal and biographical dimensions occupy a key role. The authors understand professional identity as a socially constructed and personally created experience with its own meanings, feelings and intentions. Therefore, it is logical to use, for data collection, individual interviews which explore the school context and the impact which it has on those subjects who are part of the professional environment. In addition, the authors have the intention of following up the study of identities.

Originality/value

It formulates, first, the theoretical framework for the professional identity from a narrative approach, linked – at the same time – to the practice of leadership, as an interactive relationship with the other members of the school. Successful leadership practices depend to a large degree on strong principals’ identities. Finally, the results are discussed, and future lines are proposed to articulate and strengthen the identity of school principals in Spain.

Details

International Journal of Educational Management, vol. 33 no. 5
Type: Research Article
ISSN: 0951-354X

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Book part
Publication date: 30 September 2021

Tine Ravn

Abstract

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Lived Realities of Solo Motherhood, Donor Conception and Medically Assisted Reproduction
Type: Book
ISBN: 978-1-83909-115-5

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Abstract

Details

Lived Realities of Solo Motherhood, Donor Conception and Medically Assisted Reproduction
Type: Book
ISBN: 978-1-83909-115-5

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Book part
Publication date: 24 June 2013

Geert Kelchtermans

The person of the teacher is an essential element in what constitutes professional teaching and therefore needs careful conceptualisation. In this chapter the author…

Abstract

The person of the teacher is an essential element in what constitutes professional teaching and therefore needs careful conceptualisation. In this chapter the author argues for this central thesis, presenting a wrap up of his theoretical and empirical work on the issue over the past decade. These studies have been inspired – both conceptually and methodologically – by teacher thinking-research as well as the narrative-biographical approach to teaching and teacher development. The result is an empirically grounded conceptual framework on teacher development and teacher professionalism. Central concepts are ‘professional self-understanding’ and ‘subjective educational theory’ as components of the personal interpretative framework every individual teacher develops throughout his/her career. This personal framework results from the reflective and meaningful interactions between the individual teacher and the social, cultural and structural working conditions constituting his/her job context(s). As such the framework is the dynamic outcome of an ongoing process of professional learning (development). Furthermore, it is argued that the particular professionalism or scholarship of teachers is fundamentally characterised by personal commitment and vulnerability, which eventually have consequences for the kind of reflective attitudes and skills professional teachers should master.

Details

From Teacher Thinking to Teachers and Teaching: The Evolution of a Research Community
Type: Book
ISBN: 978-1-78190-851-8

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Content available
Article
Publication date: 30 March 2021

Francesca Maria Cesaroni, Annalisa Sentuti and Maria Gabriella Pediconi

This paper aims to further the understanding of women entrepreneurs' multiple identities by exploring how they interact throughout women's life cycles.

Abstract

Purpose

This paper aims to further the understanding of women entrepreneurs' multiple identities by exploring how they interact throughout women's life cycles.

Design/methodology/approach

This article combines a case study and a narrative analysis to investigate the experience of a woman who founded a business and retired after passing it on to her son. Data were collected by combining two different methods: biographical interview and follow-up interviews or conversations.

Findings

Findings show that interactions between a woman entrepreneur's multiple identities may evolve through two main processes of change: transformation and fading. In the transformation process, adverse interactions between identities turn into synergistic and fruitful relationships. In the fading process, conflicts between identities gradually disappear, giving way to peaceful coexistence. Women's agency proves paramount in making these processes possible and helping her achieve personal and professional fulfillment.

Originality/value

In prior studies, women entrepreneurs have mostly been observed at a specific time or stage in their life and entrepreneurial experience. This paper responds to the call for the adoption of a dynamic perspective in the analysis of interactions among a woman entrepreneur's multiple identities so as to show how they may evolve during her entrepreneurial experience.

Details

International Journal of Entrepreneurial Behavior & Research, vol. 27 no. 4
Type: Research Article
ISSN: 1355-2554

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Article
Publication date: 11 October 2021

Siddhartha Dhungana

The article aims at analyzing narratives discourses to project dialogic storying as relevant in a mode of narrative research in English language education.

Abstract

Purpose

The article aims at analyzing narratives discourses to project dialogic storying as relevant in a mode of narrative research in English language education.

Design/methodology/approach

As an English language teacher and researcher, the author adopts narrative analysis as the research method for doctoral study, so this article delves into narrative research methods, especially in the context of English language education. The author found various existing notions on narrative research from Clandinin and Connelly (2000) and Barkhuizen et al. (2014), who contend that narrative is a mode of processing experiences and events in the form of a story. The author corroborated various notions on narrative research in English language education as an argument that narratives can be a strong data source in English language educational research. Since it has been a research focus for English language educators, the author explored seven dissertations that were submitted to a Nepalese university in 2017, 2018 and 2019.

Findings

The article aims at analyzing narratives discourses to project dialogic storying as relevant in a mode of narrative research in English language education. While examining the dissertations, the author found that the subjective and ideological exploration of narratives is in practice; however, they need further in-depth analysis under a specific framing. The author argues that the concept of dialogic storying can be strong narrative research in English language education.

Research limitations/implications

It has examined prospective applications of the dialogic storying process using dissertations submitted to a University in Nepal. In terms of conceptual discussions on narratives and narrative analysis, it is more interpretive.

Practical implications

It provides an initial framing to get into narrative research in English language education. It allows academics to go further into subjective and ideological inquiries in order to discuss more categorical elements in narrative research.

Originality/value

It is a more thematic and interpretive discussion so it discusses existing and appropriate practices in narrative research methods to defend the dialogic storying approach. It has not counter argued the existing knowledge; however, it provides insights to clarify dialogic storying as a research approach.

Details

Qualitative Research Journal, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 1443-9883

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Book part
Publication date: 13 April 2021

Monika Gabriela Bartoszewicz

Populism is one of the main symptoms of the contemporary crisis in Europe. How can the rise of populism best be understood? Whereas existing analyses predominantly utilise…

Abstract

Populism is one of the main symptoms of the contemporary crisis in Europe. How can the rise of populism best be understood? Whereas existing analyses predominantly utilise rationalist and behaviouralist approaches and focus on political, economic and cultural interests, this contribution proposes a different approach. The author focusses on affects and emotions. The author shows that where other parties or political movements opt for rational and dispassionate debates on merits of political programmes, populists instead offer, invoke and respond to strong emotions across multiple political settings. Emotions feed and propel populism in its bid for power by forming collective identities through the clustering of love for ‘us’ and hate for the ‘other’.

Ontological Security Theory (OST) is used here as a framework for understanding populist behaviour in the sphere of security perception, identification and community-building. In recent debates, OST has been used because it allows the motives for certain behaviours to be located in the need to maintain or recreate positive identity constructed via biographical narratives. OST suggests that any lack of narrative continuity regarding the shape of the self-images for both individual and collective identities will therefore constitute a source of ontological threat; the lack of a sense of security. In this contribution, the author uses the examples of populist policies and discourses in Hungary and Poland that illustrate this dynamic to analyse the past- and future-oriented collective identifications underpinning the recent rise of populism in Europe.

Details

Political Identification in Europe: Community in Crisis?
Type: Book
ISBN: 978-1-83982-125-7

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Abstract

Details

Lived Realities of Solo Motherhood, Donor Conception and Medically Assisted Reproduction
Type: Book
ISBN: 978-1-83909-115-5

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