The aim of this paper is to explore the essential elements and value of narrative inquiry in nursing research.We propose that understanding a previous experience allows the nurse researcher an“insider view”and hence...The aim of this paper is to explore the essential elements and value of narrative inquiry in nursing research.We propose that understanding a previous experience allows the nurse researcher an“insider view”and hence a deeper understanding of the issues that arise in the relationship between participant and researcher.We suggest that narrative inquiry in nursing research offers a particular way of caring about how knowledge is produced.Nursing science would benefit from the understanding that health and nursing practices are dynamic processes characterized by the continuous interaction of human thought and behaviour that continuously‘pumps’into personal,social and material environments.Narrative inquiry as a methodology in nursing research is exceptionally useful to uncover nuance and detail of previous experiences.展开更多
This thesis is a story of discovery based on narrative inquiry and reflection of researcher's and her partner's experience of 8 classes in a vocational school. During this process, researcher's teacher ide...This thesis is a story of discovery based on narrative inquiry and reflection of researcher's and her partner's experience of 8 classes in a vocational school. During this process, researcher's teacher identity is awakened when facing challenges and puzzles and transforms later. From observation, journal reflections, and conversation with the partner, this thesis elicits that a good teacher has a power of connectness, teaches as telling a story and teaches who we are, which provides insight into how a student teacher think, reflect and take actions especially for those who are dedicated to teaching profession and are striving to the goal. More to the point, this thesis reveals that learning to teach is a highly complicated process and needs enough courage to teach.展开更多
Drawing on in-depth interviews with a Chinese EFL learner, this qualitative study explores her identity changes throughout her engagement in the third space-the online intercultural writing exchange. The findings show...Drawing on in-depth interviews with a Chinese EFL learner, this qualitative study explores her identity changes throughout her engagement in the third space-the online intercultural writing exchange. The findings show that her productive construction of the third space is marked by a transformation from a reticent student to an open thought sharer and her claim of a legitimate ownership of using English as a global language. A split is exposed between her newly acquired English rhetorical conventions and her deeply rooted perceptions in the Chinese context. It is suggested by the study that EFL learners be provided greater opportunities to explore language as both a linguistic system and a sociocultural practice where they can exercise their agency and expand the range of identities.展开更多
Aim：the aim of this methodological article is to reflect on and extend current understandings of the possibilities of narrative inquiry research giving voice to students, and to expand the power of story by sharing t...Aim：the aim of this methodological article is to reflect on and extend current understandings of the possibilities of narrative inquiry research giving voice to students, and to expand the power of story by sharing the philosophical, theoretical, and methodological considerations of narrative inquiry in an international education context.Background： there has been much discussion about the need in providing a ‘voice＇ to people across the society, who feel marginalised in many contexts, including international students. There is limited research about Chinese students studying in Australia. In particular, the learning experience of Chinese nursing students has not been fully explored nor understood.Discussion： to enhance teaching and learning in international education contexts, and to cater better to international students, it is important to understand their experiences and perspectives. There is no better way to achieve this level of understanding than to let students＇ voices be heard, to let them speak for and about themselves because reality exists within these students＇ perceptions.Conclusions： in the context of international education, narrative inquiry as a research methodology,when used with sensitivity and reflexivity, through the power of stories, offers a new dimension in the international education research.展开更多
This study explores the multifaceted dynamics of silence among Englishas an Additional Language(EAL)learners in Grade 1 STEM(Science,Technology,Engineering,and Mathematics)classrooms throughnarrative inquiry methodolo...This study explores the multifaceted dynamics of silence among Englishas an Additional Language(EAL)learners in Grade 1 STEM(Science,Technology,Engineering,and Mathematics)classrooms throughnarrative inquiry methodology.Drawing on four weeks of teachingpracticum observations,the findings reveal that silence operates not asdisengagement but as cognitive engagement,cultural negotiation,identity management,and emotional self-regulation.Classroom silence,influenced by cultural communication norms,strategic agency,andemotional safety needs,highlights the inadequacy of traditional modelsof verbal participation.By positioning silence as a legitimate form ofparticipation,the study argues for culturally sustaining pedagogicalpractices that validate multimodal and non-verbal student contributions.Insights are also connected to challenges and opportunities in China'semerging inquiry-based STEM education efforts.This research advancesunderstandings of inclusive participation and offers pedagogicalrecommendations for linguistically diverse classrooms.展开更多
Purpose:This article aims to illustrate from the author’s insider perspective the lived experiences of engaging in private tutoring in Hong Kong as a tutee,a tutor,and a researcher and draw implications on several is...Purpose:This article aims to illustrate from the author’s insider perspective the lived experiences of engaging in private tutoring in Hong Kong as a tutee,a tutor,and a researcher and draw implications on several issues arising from the prevalence of shadow education.Design/Approach/Methods:This article adopted an autobiographical narrative approach.Data were collected through the author’s memoir of events,stimulated by the tutorial materials he used when he was a tutee and a tutor,his own video-recorded lessons of tutoring,and reflective journals from his research projects.Findings:Various issues are discussed based on the narrative of the author playing different roles in the tutoring industry,including(1)the positive and negative washback on mainstream education,(2)the lack of strict regulation of the quality of tutors and advertisements,and(3)how shadow education may exacerbate education inequality and how some tutorial companies and nonprofit organizations are addressing the issue.Originality/Value:This article,to the best of the author’s knowledge,is the only one that discusses the issues of shadow education from an author’s own personal experiences as a tutee,a tutor,and a researcher.It illustrates how practices and policies of the private tutoring industry are evolving in Hong Kong from an insider perspective.展开更多
The study employs a narrative inquiry approach to probe a Chinese doctoral student’s identity construction experiences fraught with interruption and transformation.The longitudinal narratives gathered through partici...The study employs a narrative inquiry approach to probe a Chinese doctoral student’s identity construction experiences fraught with interruption and transformation.The longitudinal narratives gathered through participant entries in Evernote,a face-to-face life story interview,and researcher memos,have enabled a dynamic configuration of the intellectual,social,emotional,and spiritual dimensions characterizing doctoral identity development.Using identity-trajectory as an analytical lens,the study highlights how individual agency is embodied and exercised in institutional,relational,and personal spaces where doctoral identity is formed and contested.Findings are episodically ordered as:beginning doctoral study with great expectations;conceptualizing the nature of becoming a doctoral student;forces that are disruptive to the development of the doctoral-researcher identity;the ongoing process of being mediated by socialization into an extended research community,socio-professional support,and agentic reflexivity over time.The study argues for using narrative inquiry to speak of and express the subtleties and continuities of doctoral students’experiences.It also provides practical implications for action by supervisors and students in doctoral programs respectively.展开更多
This narrative study explores four Chinese students’academic socialization experiences in one research-intensive public university in the US.By drawing upon Wenger’s(1998)communities of practice and Gee’s(2000)theo...This narrative study explores four Chinese students’academic socialization experiences in one research-intensive public university in the US.By drawing upon Wenger’s(1998)communities of practice and Gee’s(2000)theorizing on identity as the synthesized theoretical framework,this research uncovers four Chinese students’academic socialization stories nestled in the shifting cross-cultural landscape.Meanwhile,this study reveals that the Chinese students’academic socialization intersects a matrix of factors,which can be categorized into“personal landscape”and“professional landscape.”Last,this narrative case study concluded that the Chinese students’academic socialization involves the continuous negotiations of their multiple identities embedded in the cross-cultural contexts.展开更多
In this paper,I demonstrate a way of conducting narrative inquiry that is oriented towards understanding and improving teachers’experiences in a particular Toronto-Shanghai/West-East Sister School reciprocal learning...In this paper,I demonstrate a way of conducting narrative inquiry that is oriented towards understanding and improving teachers’experiences in a particular Toronto-Shanghai/West-East Sister School reciprocal learning partnership.I show how this narrative inquiry process is informed by a Deweyan way of thinking about experience and is enriched by the Confucian idea of being a good vip.I illustrate how this inquiry process involves teachers and researchers as collaborative and reciprocal learners on the Dao of further personal and professional growth and learning.I suggest that conducting narrative inquiry in a Canada-China interschool setting could give rise to West-East reciprocal learning communities that have the potential of bridging the cultural and historical narratives that underlie Chinese and North American education.It could also create the harmonious and democratic educational conditions for fostering global citizens as learners in our 21st century.展开更多
This article is part of a narrative study of Chinese beginning teacher induction through cross-cultural teacher development,which has been developed and contextualized in the Teacher Education Reciprocal Learning Prog...This article is part of a narrative study of Chinese beginning teacher induction through cross-cultural teacher development,which has been developed and contextualized in the Teacher Education Reciprocal Learning Program between the University of Windsor(UW),Canada and Southwest University(SWU),China.This program is part of Social Sciences and Humanities Research Council of Canada(SSHRC)Partnership Grant Project,Reciprocal Learning in Teacher Education and School Education between Canada and China.The partnership builds on the Teacher Education Reciprocal Learning Program,and the Shanghai-Toronto-Beijing Sister School Network.In this article,the authors conducted narrative inquiry with two of the SWU participants in the Teacher Education Reciprocal Learning Program to explore their experience from their cross-cultural learning in Canada to beginning teachers in West China.The findings of the research suggest the need to develop a global and cross-cultural dimension in teacher education and development in West China.It is evident that the cross-cultural experiences in Canada have influenced beginning teachers’curriculum views,relationship to students,and beliefs about teaching.Their“lived stories”(Connelly&Clandinin,1990,p.6)also indicate that the personal,pedagogical,and social influences of cross-cultural experiences play important roles in beginning teachers’teaching careers.展开更多
EFL preservice teachers ’ research efficacy, as perceived competence to perform tasks in research, is crucial to their research engagement. This autobiographical narrative inquiry investigates the contribution of sca...EFL preservice teachers ’ research efficacy, as perceived competence to perform tasks in research, is crucial to their research engagement. This autobiographical narrative inquiry investigates the contribution of scaffolded research practice to a female EFL preservice teacher ’s research efficacy.The data were collected through conversations, notes, journals, and portfolios. The findings suggest that teacher research efficacy was pliable through scaffolded research practice. It emerged gradually over time, in different places with social and personal interaction. The factors contributing to the emerging research efficacy were: teacher educators ’ support, peers ’ support,and research participation. The study sheds light on teacher educators and EFL preservice teachers,with the intention of establishing an inquiry-based pedagogy for M.Ed. programs.展开更多
There has been little scholarly analysis of choreographic processes based on practitioners'experiences and even less published material to draw on to provide a clear view of current practices of Chinese choreograp...There has been little scholarly analysis of choreographic processes based on practitioners'experiences and even less published material to draw on to provide a clear view of current practices of Chinese choreographers.This research updates artistic statements and ways towards establishing processoriented choreographic practices through analysing four Chinese independent choreographers'personal narratives.The main conclusion arising from the narratives is the integration of“independent thinking”and“a community-oriented choreographic philosophy”into the choreographic processes.Discussions revealed from stories of the four choreographers suggest multiple abilities cultivated through the choreographic processes deserve meticulous consideration for future choreographic education in China.展开更多
Purpose:This article aims to describe and discuss what local weather landscapes mean to children and how weather implies exploring bodily sensations and capabilities.It does so by following the work of a community art...Purpose:This article aims to describe and discuss what local weather landscapes mean to children and how weather implies exploring bodily sensations and capabilities.It does so by following the work of a community artist,working as a kindergarten teacher,over 1 year.Design/Approach/Methods:Through a narrative inquiry approach,which also includes studies of archival data and field notes,we analyze how local and personally experienced weather events imply what we call“cultures of exploration”in institutional practices.The epistemologies cross the specter of cultural–historical,pragmatic,and deep ecological philosophy.Findings:Through this study,we exemplify how experiencing weather is intertwined into pedagogical practices like habituating the body to cope with cold and wet weather,learning about danger in a wild natural landscape,and valuing species as a powerful practice.The descriptions exemplify“cultures of exploration”as a pedagogical approach.Originality/Value:In this time of an increasing climate crisis on our planet,the value of our findings is to foreground new insights,awareness,and knowledge relevant to children;to early-childhood education;and to life and societies at large.We can thus develop methods to better care for,protect,and educate children.This article has the potential to show how weather events are intertwined with everyday institutional practices—as well as how children,through exploration,learn to cope with seasonal weather landscapes and local cultural adaptations.展开更多
文摘The aim of this paper is to explore the essential elements and value of narrative inquiry in nursing research.We propose that understanding a previous experience allows the nurse researcher an“insider view”and hence a deeper understanding of the issues that arise in the relationship between participant and researcher.We suggest that narrative inquiry in nursing research offers a particular way of caring about how knowledge is produced.Nursing science would benefit from the understanding that health and nursing practices are dynamic processes characterized by the continuous interaction of human thought and behaviour that continuously‘pumps’into personal,social and material environments.Narrative inquiry as a methodology in nursing research is exceptionally useful to uncover nuance and detail of previous experiences.
文摘This thesis is a story of discovery based on narrative inquiry and reflection of researcher's and her partner's experience of 8 classes in a vocational school. During this process, researcher's teacher identity is awakened when facing challenges and puzzles and transforms later. From observation, journal reflections, and conversation with the partner, this thesis elicits that a good teacher has a power of connectness, teaches as telling a story and teaches who we are, which provides insight into how a student teacher think, reflect and take actions especially for those who are dedicated to teaching profession and are striving to the goal. More to the point, this thesis reveals that learning to teach is a highly complicated process and needs enough courage to teach.
文摘Drawing on in-depth interviews with a Chinese EFL learner, this qualitative study explores her identity changes throughout her engagement in the third space-the online intercultural writing exchange. The findings show that her productive construction of the third space is marked by a transformation from a reticent student to an open thought sharer and her claim of a legitimate ownership of using English as a global language. A split is exposed between her newly acquired English rhetorical conventions and her deeply rooted perceptions in the Chinese context. It is suggested by the study that EFL learners be provided greater opportunities to explore language as both a linguistic system and a sociocultural practice where they can exercise their agency and expand the range of identities.
文摘Aim：the aim of this methodological article is to reflect on and extend current understandings of the possibilities of narrative inquiry research giving voice to students, and to expand the power of story by sharing the philosophical, theoretical, and methodological considerations of narrative inquiry in an international education context.Background： there has been much discussion about the need in providing a ‘voice＇ to people across the society, who feel marginalised in many contexts, including international students. There is limited research about Chinese students studying in Australia. In particular, the learning experience of Chinese nursing students has not been fully explored nor understood.Discussion： to enhance teaching and learning in international education contexts, and to cater better to international students, it is important to understand their experiences and perspectives. There is no better way to achieve this level of understanding than to let students＇ voices be heard, to let them speak for and about themselves because reality exists within these students＇ perceptions.Conclusions： in the context of international education, narrative inquiry as a research methodology,when used with sensitivity and reflexivity, through the power of stories, offers a new dimension in the international education research.
文摘This study explores the multifaceted dynamics of silence among Englishas an Additional Language(EAL)learners in Grade 1 STEM(Science,Technology,Engineering,and Mathematics)classrooms throughnarrative inquiry methodology.Drawing on four weeks of teachingpracticum observations,the findings reveal that silence operates not asdisengagement but as cognitive engagement,cultural negotiation,identity management,and emotional self-regulation.Classroom silence,influenced by cultural communication norms,strategic agency,andemotional safety needs,highlights the inadequacy of traditional modelsof verbal participation.By positioning silence as a legitimate form ofparticipation,the study argues for culturally sustaining pedagogicalpractices that validate multimodal and non-verbal student contributions.Insights are also connected to challenges and opportunities in China'semerging inquiry-based STEM education efforts.This research advancesunderstandings of inclusive participation and offers pedagogicalrecommendations for linguistically diverse classrooms.
文摘Purpose:This article aims to illustrate from the author’s insider perspective the lived experiences of engaging in private tutoring in Hong Kong as a tutee,a tutor,and a researcher and draw implications on several issues arising from the prevalence of shadow education.Design/Approach/Methods:This article adopted an autobiographical narrative approach.Data were collected through the author’s memoir of events,stimulated by the tutorial materials he used when he was a tutee and a tutor,his own video-recorded lessons of tutoring,and reflective journals from his research projects.Findings:Various issues are discussed based on the narrative of the author playing different roles in the tutoring industry,including(1)the positive and negative washback on mainstream education,(2)the lack of strict regulation of the quality of tutors and advertisements,and(3)how shadow education may exacerbate education inequality and how some tutorial companies and nonprofit organizations are addressing the issue.Originality/Value:This article,to the best of the author’s knowledge,is the only one that discusses the issues of shadow education from an author’s own personal experiences as a tutee,a tutor,and a researcher.It illustrates how practices and policies of the private tutoring industry are evolving in Hong Kong from an insider perspective.
文摘The study employs a narrative inquiry approach to probe a Chinese doctoral student’s identity construction experiences fraught with interruption and transformation.The longitudinal narratives gathered through participant entries in Evernote,a face-to-face life story interview,and researcher memos,have enabled a dynamic configuration of the intellectual,social,emotional,and spiritual dimensions characterizing doctoral identity development.Using identity-trajectory as an analytical lens,the study highlights how individual agency is embodied and exercised in institutional,relational,and personal spaces where doctoral identity is formed and contested.Findings are episodically ordered as:beginning doctoral study with great expectations;conceptualizing the nature of becoming a doctoral student;forces that are disruptive to the development of the doctoral-researcher identity;the ongoing process of being mediated by socialization into an extended research community,socio-professional support,and agentic reflexivity over time.The study argues for using narrative inquiry to speak of and express the subtleties and continuities of doctoral students’experiences.It also provides practical implications for action by supervisors and students in doctoral programs respectively.
文摘This narrative study explores four Chinese students’academic socialization experiences in one research-intensive public university in the US.By drawing upon Wenger’s(1998)communities of practice and Gee’s(2000)theorizing on identity as the synthesized theoretical framework,this research uncovers four Chinese students’academic socialization stories nestled in the shifting cross-cultural landscape.Meanwhile,this study reveals that the Chinese students’academic socialization intersects a matrix of factors,which can be categorized into“personal landscape”and“professional landscape.”Last,this narrative case study concluded that the Chinese students’academic socialization involves the continuous negotiations of their multiple identities embedded in the cross-cultural contexts.
文摘In this paper,I demonstrate a way of conducting narrative inquiry that is oriented towards understanding and improving teachers’experiences in a particular Toronto-Shanghai/West-East Sister School reciprocal learning partnership.I show how this narrative inquiry process is informed by a Deweyan way of thinking about experience and is enriched by the Confucian idea of being a good vip.I illustrate how this inquiry process involves teachers and researchers as collaborative and reciprocal learners on the Dao of further personal and professional growth and learning.I suggest that conducting narrative inquiry in a Canada-China interschool setting could give rise to West-East reciprocal learning communities that have the potential of bridging the cultural and historical narratives that underlie Chinese and North American education.It could also create the harmonious and democratic educational conditions for fostering global citizens as learners in our 21st century.
文摘This article is part of a narrative study of Chinese beginning teacher induction through cross-cultural teacher development,which has been developed and contextualized in the Teacher Education Reciprocal Learning Program between the University of Windsor(UW),Canada and Southwest University(SWU),China.This program is part of Social Sciences and Humanities Research Council of Canada(SSHRC)Partnership Grant Project,Reciprocal Learning in Teacher Education and School Education between Canada and China.The partnership builds on the Teacher Education Reciprocal Learning Program,and the Shanghai-Toronto-Beijing Sister School Network.In this article,the authors conducted narrative inquiry with two of the SWU participants in the Teacher Education Reciprocal Learning Program to explore their experience from their cross-cultural learning in Canada to beginning teachers in West China.The findings of the research suggest the need to develop a global and cross-cultural dimension in teacher education and development in West China.It is evident that the cross-cultural experiences in Canada have influenced beginning teachers’curriculum views,relationship to students,and beliefs about teaching.Their“lived stories”(Connelly&Clandinin,1990,p.6)also indicate that the personal,pedagogical,and social influences of cross-cultural experiences play important roles in beginning teachers’teaching careers.
文摘EFL preservice teachers ’ research efficacy, as perceived competence to perform tasks in research, is crucial to their research engagement. This autobiographical narrative inquiry investigates the contribution of scaffolded research practice to a female EFL preservice teacher ’s research efficacy.The data were collected through conversations, notes, journals, and portfolios. The findings suggest that teacher research efficacy was pliable through scaffolded research practice. It emerged gradually over time, in different places with social and personal interaction. The factors contributing to the emerging research efficacy were: teacher educators ’ support, peers ’ support,and research participation. The study sheds light on teacher educators and EFL preservice teachers,with the intention of establishing an inquiry-based pedagogy for M.Ed. programs.
文摘There has been little scholarly analysis of choreographic processes based on practitioners'experiences and even less published material to draw on to provide a clear view of current practices of Chinese choreographers.This research updates artistic statements and ways towards establishing processoriented choreographic practices through analysing four Chinese independent choreographers'personal narratives.The main conclusion arising from the narratives is the integration of“independent thinking”and“a community-oriented choreographic philosophy”into the choreographic processes.Discussions revealed from stories of the four choreographers suggest multiple abilities cultivated through the choreographic processes deserve meticulous consideration for future choreographic education in China.
基金funded by the Norwegian Research Council through the KINDknow Research Centre(2018-2023).
文摘Purpose:This article aims to describe and discuss what local weather landscapes mean to children and how weather implies exploring bodily sensations and capabilities.It does so by following the work of a community artist,working as a kindergarten teacher,over 1 year.Design/Approach/Methods:Through a narrative inquiry approach,which also includes studies of archival data and field notes,we analyze how local and personally experienced weather events imply what we call“cultures of exploration”in institutional practices.The epistemologies cross the specter of cultural–historical,pragmatic,and deep ecological philosophy.Findings:Through this study,we exemplify how experiencing weather is intertwined into pedagogical practices like habituating the body to cope with cold and wet weather,learning about danger in a wild natural landscape,and valuing species as a powerful practice.The descriptions exemplify“cultures of exploration”as a pedagogical approach.Originality/Value:In this time of an increasing climate crisis on our planet,the value of our findings is to foreground new insights,awareness,and knowledge relevant to children;to early-childhood education;and to life and societies at large.We can thus develop methods to better care for,protect,and educate children.This article has the potential to show how weather events are intertwined with everyday institutional practices—as well as how children,through exploration,learn to cope with seasonal weather landscapes and local cultural adaptations.
