Narrative Inquiry and Relational Ethics: Negotiating the Lived Experiences of International School Teachers in China

Autor/in	Poole, Adam
Titel	Narrative Inquiry and Relational Ethics: Negotiating the Lived Experiences of International School Teachers in China
Quelle	In: International Journal of Research & Method in Education, 44 (2021) 2, S.113-124 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Poole, Adam)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1743-727X
DOI	10.1080/1743727X.2020.1755247
Schlagwörter	Teaching Experience; International Schools; Foreign Countries; Personal Narratives; Professional Identity; Teacher Attitudes; Inquiry; Data Collection; Data Analysis; China (Shanghai) + Suchen Sie Ihr Suchwort? International school; Internationale Schule; Ausland; Erlebniserzählung; Lehrerverhalten; Data capture; Datensammlung; Auswertung
Abstract	This paper is a reflective account of using narrative inquiry and relational ethics as part of doctoral research that explored the lived experiences and identity construction of international school teachers in Shanghai, China. Specifically, it illustrates how narrative inquiry informed the whole research process by focusing on three aspects of the research process: data collection, data transcription, and data analysis. Excerpts from interviews and email correspondence with the participants are drawn on in order to illustrate how the interpretation of the interview data was negotiated through a process of dialogic member-checking. They also reveal moments where the juxtaposition of my interpretation of the data with the participants' words functioned as a form of reflexivity which bolstered ethical bonds between the researcher and the participants. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01