Journal ArticleDOI
Narrative inquiry for school-based research
Shijing Xu,Michael S. Connelly +1 more
TLDR
The authors provide a brief history of this development, indicate some of the distinguishing features of different lines of narrative inquiry, and describe a practical line of work which explicitly addresses school-based research.Abstract:
Narrative inquiry is a rapidly developing social sciences and humanities research methodology. In this paper we provide a brief history of this development, indicate some of the distinguishing features of different lines of narrative inquiry, and describe a practical line of work which explicitly addresses school-based research.read more
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Journal ArticleDOI
Narrative Inquiry as Pedagogy in Education: The Extraordinary Potential of Living, Telling, Retelling, and Reliving Stories of Experience
TL;DR: In a fractured age, when cynicism is god, here is a possible heresy: we live by stories, we also live in them as discussed by the authors, and we live stories that either give our lives meaning or negate it with meaningless.
Journal ArticleDOI
Narrative inquiry for teacher education and development: Focus on English as a foreign language in China
Shijing Xu,F. Michael Connelly +1 more
TL;DR: This paper presented a narrative inquiry approach to teacher development that builds on the existing educational system, ongoing school reforms, and culturally established ways of knowing and being to shape global values that may be shared among cultures.
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From stories of staying to stories of leaving: a US beginning teacher’s experience
TL;DR: In this paper, the authors trace a beginning teacher's unfolding career over a six-year period in a diverse middle school in the fourth largest city in the USA and reveal how identity-related phenomena surface and play out in an entry-level teacher's experiences.
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Metaphors of knowing, doing and being: Capturing experience in teaching and teacher education
TL;DR: In this paper, the importance of narrative exemplars emerges, along with the significance of metaphors serving as proxies for teachers' experiences, and the value of metaphors in surfacing teachers' embedded, embodied knowledge of experience is affirmed as well as the deftness of the narrative inquiry research method in metaphorically capturing preservice and inservice teachers' storied experiences.
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Transcultural teacher development within the dialectic of the global and local: Bridging gaps between East and West
Edward R. Howe,Shijing Xu +1 more
TL;DR: The authors investigates the issues and teachers' personal practical and professional knowledge through narratives of Westto-East and East-to-West transcultural journeys as teacher educators, and proposes that teacher education reform should facilitate transcultural collaboration, collegiality and critical perspectives to counter Western hegemony of knowledge, Eurocentric education, neo-colonialism, and neoliberal/conservative agendas.