Stories of practitioner enquiry: using narrative interviews to explore teachers’ perspectives of learning to learn |
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| Authors: | Ulrike Thomas Lucy Tiplady Kate Wall |
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| Institution: | 1. Research Centre for Learning and Teaching, Newcastle University , Newcastle, UK.u.thomas@ncl.ac.uk;3. Research Centre for Learning and Teaching, Newcastle University , Newcastle, UK.;4. Department of Education, Durham University , Durham, UK. |
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| Abstract: | The Campaign for Learning’s Learning to Learn Phase 4 was a research project in which teachers undertook practitioner enquiry to explore innovative pedagogies under the umbrella term of learning to learn. In 2008, to gain greater understanding of what this process meant to the participating teachers the research team at Newcastle University undertook narrative interviews which examined three key areas: the motivation for undertaking practitioner enquiry, the experience for both teachers and students, and the support needed to facilitate success. This paper examines how the decision to use narrative interviews in conjunction with an iterative validation process supported a meaningful and ethical exchange between the teachers and researchers, where knowledge generation was foregrounded, and how despite each teacher producing a unique, highly contextual story, cross-narrative themes emerged which have enabled the research team to broaden our understanding of practitioner enquiry. |
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| Keywords: | narrative interviews practitioner enquiry learning to learn |
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