Navigating sites for narrative inquiry
Navigating sites for narrative inquiry
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DOI：
10.1177/0022487106296218
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发表时间：
2007-01-01
影响因子：
3.9
通讯作者：
Orr, Anne Murray
中科院分区：
文献类型：
--
作者：
Clandinin, D. Jean;Pushor, Debbie;Orr, Anne Murray
叙事研究是一种经常吸引教师和教师教育者的方法。然而，这种吸引力和舒适感有利有弊。有些人认为叙事研究将很容易设计，活出来，并在期刊，论文或书籍中以故事形式呈现。然而，对于作者来说，叙事研究不仅仅是讲故事，叙事研究的各个阶段都有复杂性，在本文中，作者特别注意思考关注教师和教师教育者自身实践的叙事研究的设计。他们概述了三个共同点和八个设计元素，供叙事研究考虑。他们用最近完成的叙述性调查来说明这些要素。通过这种方式，作者展示了叙事探究的复杂维度，这种探究需要特定的清醒。
Narrative inquiry is a methodology that frequently appeals to teachers and teacher educators. However, this appeal and sense of comfort has advantages and disadvantages. Some assume narrative inquiries will be easy to design, live out, and represent in storied formats in journals, dissertations, or books. For the authors, though, narrative inquiry is much more than the telling of stories, There are complexities surrounding all phases of a narrative inquiry and, in this article, the authors pay particular attention to thinking about the design of narrative inquiries that focus on teachers' and teacher educators' own practices. They outline three commonplaces and eight design elements for consideration in narrative inquiry. They illustrate these elements using recently completed narrative inquiries. In this way, the authors show the complex dimensions of narrative inquiry, a kind of inquiry that requires particular kinds of wakefulness.