Constructing narrative and phenomenological meaning within one study

Patterson, C

Constructing narrative and phenomenological meaning within one study

Patterson, C

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Publication Type:: Journal Article
Citation:: Qualitative Research Journal, 2018, 18 (3), pp. 223 - 237
Issue Date:: 2018-08-13

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Field	Value	Language
dc.contributor.author	Patterson, C https://orcid.org/0000-0002-3383-9764	en_US
dc.date.available	2020-05-25T19:06:00Z
dc.date.issued	2018-08-13	en_US
dc.identifier.citation	Qualitative Research Journal, 2018, 18 (3), pp. 223 - 237	en_US
dc.identifier.issn	1443-9883	en_US
dc.identifier.uri	http://hdl.handle.net/10453/122158
dc.description.abstract	© 2018, Emerald Publishing Limited. Purpose: The purpose of this paper is to argue for the articulation of the affordances of two qualitative methodologies when used within one study to address the multi-dimensional nature of the research phenomena. Design/methodology/approach: This paper considers one example of combining narrative inquiry and phenomenological inquiry to construct new understandings of teacher learning from an Australian study. Findings: The author draws on the individual meaning-making and shared social phenomena of professional learning explored for five secondary school teachers. Findings are accessed in two ways: narrative inquiry enables the construction of unique professional learning narratives and phenomenological inquiry proposes commonalities in the teachers’ experiences. Research limitations/implications: Selected examples from the study are used to explore what may be learnt from combining two interpretative methodologies within one study with limited references to the overall research findings. Practical implications: These qualitative methodological designs and their implementation within one study have positive influences on the multifaceted nature of the construction of meaning-making in teacher professional learning. Furthermore, using two qualitative methodologies together provide insights on the study phenomena, in this instance, highlighting the personal aspect of expert teachers’ professional learning needs and the disruptive dissonance of ongoing problematics as central for the teachers throughout their professional learning. Originality/value: This study offers one possibility for combining methodologies to access the meaning-making in teacher learning and one avenue for creating hermeneutic understanding in using the methods within this approach.	en_US
dc.relation.ispartof	Qualitative Research Journal	en_US
dc.relation.isbasedon	10.1108/QRJ-D-17-00033	en_US
dc.title	Constructing narrative and phenomenological meaning within one study	en_US
dc.type	Journal Article
utslib.citation.volume	3	en_US
utslib.citation.volume	18	en_US
utslib.for	1303 Specialist Studies in Education	en_US
pubs.embargo.period	Not known	en_US
pubs.organisational-group	/University of Technology Sydney
pubs.organisational-group	/University of Technology Sydney/Faculty of Arts and Social Sciences
utslib.copyright.status	open_access
pubs.issue	3	en_US
pubs.publication-status	Published	en_US
pubs.volume	18	en_US

Abstract:

© 2018, Emerald Publishing Limited. Purpose: The purpose of this paper is to argue for the articulation of the affordances of two qualitative methodologies when used within one study to address the multi-dimensional nature of the research phenomena. Design/methodology/approach: This paper considers one example of combining narrative inquiry and phenomenological inquiry to construct new understandings of teacher learning from an Australian study. Findings: The author draws on the individual meaning-making and shared social phenomena of professional learning explored for five secondary school teachers. Findings are accessed in two ways: narrative inquiry enables the construction of unique professional learning narratives and phenomenological inquiry proposes commonalities in the teachers’ experiences. Research limitations/implications: Selected examples from the study are used to explore what may be learnt from combining two interpretative methodologies within one study with limited references to the overall research findings. Practical implications: These qualitative methodological designs and their implementation within one study have positive influences on the multifaceted nature of the construction of meaning-making in teacher professional learning. Furthermore, using two qualitative methodologies together provide insights on the study phenomena, in this instance, highlighting the personal aspect of expert teachers’ professional learning needs and the disruptive dissonance of ongoing problematics as central for the teachers throughout their professional learning. Originality/value: This study offers one possibility for combining methodologies to access the meaning-making in teacher learning and one avenue for creating hermeneutic understanding in using the methods within this approach.

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http://hdl.handle.net/10453/122158