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Stories of practitioner enquiry: using narrative interviews to explore teachers’ perspectives of learning to learn

Thomas, U.; Tiplady, L.; Wall, K.

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Authors

U. Thomas

L. Tiplady

K. Wall



Abstract

The Campaign for Learning’s Learning to Learn Phase 4 was a research project in which teachers undertook practitioner enquiry to explore innovative pedagogies under the umbrella term of learning to learn. In 2008, to gain greater understanding of what this process meant to the participating teachers the research team at Newcastle University undertook narrative interviews which examined three key areas: the motivation for undertaking practitioner enquiry, the experience for both teachers and students, and the support needed to facilitate success. This paper examines how the decision to use narrative interviews in conjunction with an iterative validation process supported a meaningful and ethical exchange between the teachers and researchers, where knowledge generation was foregrounded, and how despite each teacher producing a unique, highly contextual story, cross-narrative themes emerged which have enabled the research team to broaden our understanding of practitioner enquiry.

Citation

Thomas, U., Tiplady, L., & Wall, K. (2014). Stories of practitioner enquiry: using narrative interviews to explore teachers’ perspectives of learning to learn. International Journal of Qualitative Studies in Education, 27(3), 397-411. https://doi.org/10.1080/09518398.2013.771224

Journal Article Type Article
Publication Date Jan 1, 2014
Deposit Date Jan 14, 2013
Publicly Available Date Mar 29, 2024
Journal International Journal of Qualitative Studies in Education
Print ISSN 0951-8398
Electronic ISSN 1366-5898
Publisher Taylor and Francis Group
Peer Reviewed Peer Reviewed
Volume 27
Issue 3
Pages 397-411
DOI https://doi.org/10.1080/09518398.2013.771224
Keywords Narrative interviews, Practitioner enquiry, Learning to learn.

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Copyright Statement
This is an Author's Accepted Manuscript of an article published in Ulrike Thomas, Lucy Tiplady and Kate Wall (2014) 'Stories of practitioner enquiry: using narrative interviews to explore teachers’ perspectives of learning to learn.', International journal of qualitative studies in education., 27 (3), 397-411. © Taylor & Francis, available online at: http://www.tandfonline.com/10.1080/09518398.2013.771224.





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