A Hermeneutics Approach to Research on Teachers;

DOI Web Site Web Site 3 References

Bibliographic Information

Other Title
  • 解釈学的アプローチによる教師研究の可能性：
  • 解釈学的アプローチによる教師研究の可能性 : 教職ナラティヴを通じたリアリティ構成に着目して
  • カイシャクガクテキ アプローチ ニ ヨル キョウシ ケンキュウ ノ カノウセイ : キョウショク ナラティヴ オ ツウジタ リアリティ コウセイ ニ チャクモク シテ
  • Focusing on Reality Construction as Seen in Teachers’ Narratives
  • 教職ナラティヴを通じたリアリティ構成に着目して

Search this article

Abstract

<p>The purpose of this study is to identify the methodological effectiveness of a qualitative study on teachers’ narratives in the field of teachers’ studies in educational sociology.<br><br>Educational sociology has played an important role in identifying problems resulting from educational reforms and society, and has been successful in highlighting many aspects of teachers using various analytical methods. However, such studies have post-colonialist problems. I point out two of them: the political characteristics of “concepts” that researchers use in the positivism paradigm study and those of the “interpretivism approach” that are used in qualitative research. This paper focuses on teachers’ narratives, discusses the methodological problems of a previous qualitative study, and proposes a framework for a hermeneutics approach to teachers’ narratives.<br><br>In the research method based on narrative theory, researchers collect data by ( 1 ) observing the setting where narrative work is undertaken and ( 2 ) interviewing people and recording their narratives about their work and lives. Narrative research on teachers seeks to interpret and describe “narrative reality”, which is constructed by linguistic resources, orientation, the use of formalized categories, etc.<br><br>This research proposes the following three methodological criteria.<br><br>The first criterion is an exclusive focus on a narrative reality by setting an epistemological boundary. The second criterion is to describe permeable processes in which theoretical resources (viewpoints and logic brought in by the researchers) and practical resources (viewpoints and logic brought in by the research collaborators) interact with each other. The third criterion, which is about the evaluation of research findings, is whether they help us to question the dominant stories and to invite diverse discussions.<br><br>I interviewed three research collaborators about their “life stories” and analyzed the dialogues and interactions between the researchers and the research collaborators related to “teachers (their work and life)” and the realities they constructed through this process.<br><br>The study has some important implications:<br><br>The reality of “teacher growth” did not mean an improvement in practical teaching abilities, but, instead, was expressed in two ways. First, it is an individual and relational reality that is constructed when the concept of "teacher growth" is used. Second, the adjustment of oneself to meet the social expectations of teachers and the changes in the cognition of one’s social self are contextually constrained by changes in position, age, and other factors.<br><br>Narrative research promotes defamiliarization “to produce various alternative stories” as a foundation for big narrative turns. It does not aim to create big turns based on the findings of a single study. In this paper, I point out that the dominant story in educational reform, which requires teachers to improve their practical abilities, has increased teachers’ feelings of uncertainty.</p>

Journal

References(3)*help

See more

Related Projects

See more

Keywords

Details 詳細情報について

Report a problem

Back to top