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Narrative Inquiry As A Research Methodology: My Experience So Far

This document outlines Helen Gough's experience using narrative inquiry as a research methodology for her study on the educational and professional experiences of nurse-teacher educators. She is interested in how these experiences inform how nurse-teacher educators support student nurse teachers. Her presentation covers her interest in teachers' stories, an overview of narrative inquiry methodology, her specific research question, justification for the study, sampling approach, data collection through interviews, and analysis of stories.

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Hussam Rajab
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62 views12 pages

Narrative Inquiry As A Research Methodology: My Experience So Far

This document outlines Helen Gough's experience using narrative inquiry as a research methodology for her study on the educational and professional experiences of nurse-teacher educators. She is interested in how these experiences inform how nurse-teacher educators support student nurse teachers. Her presentation covers her interest in teachers' stories, an overview of narrative inquiry methodology, her specific research question, justification for the study, sampling approach, data collection through interviews, and analysis of stories.

Uploaded by

Hussam Rajab
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd
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Helen Gough

Doctoral student and Lecturer


School of Health and Life Sciences

Narrative Inquiry as a research


methodology: my experience so far
Presentation Outline
 My interest in other teachers' stories
 Narrative Inquiry
 My inquiry puzzle
 “So what?” and “Who cares?”
 Sampling
 Gathering field text (data)
 Analysis of stories

2
My interest in other teachers' stories

3
Narrative Inquiry

 Connelly & Clandinin’s ‘Stories of


experience and narrative inquiry’ (1990)

 Why Narrative Inquiry for my study into


the stories of teachers?

 Dewey’s theory of experience (1938)


 Interaction, continuity & situation

4
Narrative Inquiry: the three dimensional
inquiry space

 Temporality

 Sociality

 Place

Clandinin & Connelly 2000


My Inquiry Puzzle
How do the educational and professional
experiences of nurse-teacher educators
inform the way they support student nurse
teachers in higher education?

6
“Sowhat?” and “Who cares?”
Why I am doing this study?

three levels of justification:


 the personal significance of the inquiry
 the practical and professional significance
of the inquiry
 the social significance of the inquiry
Clandinin & Connelly 2000, Connelly & Clandinin 2006

7
Purposive sampling

 Three nurse-teacher educators

 Co-participants

8
Gathering field text

 In-depth individual interviews lasting 60-


90 minutes
 Broad opening question
 Conversational style
 Three meetings with each co-participant

9
Analysis of stories

three levels of justification


 the personal significance of the inquiry
 the practical and professional significance of
the inquiry
 the social significance of the inquiry

Clandinin & Connelly 2000, Connelly & Clandinin 2006

10
References
Clandinin, D.J., & Connelly, F.M. (2000). Narrative Inquiry:
experience and story in qualitative research. San Francisco:
Jossey-Bass.

Connelly, F. M., & Clandinin, D. J. (1990). Stories of experience


and narrative inquiry. Educational researcher, 19(5), 2-14

Connelly, F.M., & Clandinin, D. J. Narrative Inquiry (2006). In


Green, J. L., Camilli, G., & Elmore, P. B. (Eds.). Handbook of
complementary methods in education research. (pp. 477-487)
Washington, DC. Lawrence Erlbaum Associates Inc.

Dewey, J. (1938). Experience and Education. New York, Free


Press.

11
QUESTIONS?

H.Gough@gcu.ac.uk

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