A Focus on Time-Lapse Ethnography: Learning to Teach

Autor/in	Douglas, Alaster Scott
Titel	A Focus on Time-Lapse Ethnography: Learning to Teach
Quelle	In: Ethnography and Education, 14 (2019) 2, S.192-205 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Douglas, Alaster Scott)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1745 -7823
DOI	10.1080/17457823.2017.1422133
Schlagwörter	Ethnography; Social Theories; Social Capital; Longitudinal Studies; Teacher Education Programs; Teacher Attitudes; Time Perspective + Suchen Sie Ihr Suchwort? Ethnografie; Gesellschaftstheorie; Sozialkapital; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Lehrerverhalten; Zeitbezug
Abstract	This article makes the claim that developing ethnographic work through follow-up interviews can add to our understanding of researched phenomena and explores how using concepts from Bourdieu and theories on the social construction of time strengthen the research design and add a stronger longitudinal diachronic element to data analysis. Extending an ethnographic study of learning to teach by interviewing respondents nine years after the study and after the completion of their teacher education course is shown to develop insights around the initial research findings by focusing on the temporal aspects of data. Adopting this methodological approach can develop small-scale qualitative work and contribute to an accumulation of research findings to avoid simply revisiting familiar research ground. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01