Narrative Inquiry as Reflective Practice

2019 ◽  
pp. 130-146
Author(s):  
Charles Aiden Downey ◽  
D. Jean Clandinin
Journalism ◽  
2020 ◽  
pp. 146488492094934
Author(s):  
Sue Joseph

There are three traditional categories of empathy – emotional, cognitive and compassionate or radical. For decades, empathy was seen as the antithesis of any kind of good journalism; that the journalist must at all times maintain detachment in order to do her job. But this paper interrogates, through the textual analysis of two Australian long form texts, including several epitextual artefacts, how empathy can perform as an evocative tool of narrative literary journalism creating richer and deeper meaning and depth of understanding. Both texts are hybrids of the form, mixing narrative inquiry, reportage and personal reflective practice. Here I argue that the first text conflates emotional and compassionate empathy, while the second privileges cognitive and radical empathy, ultimately and startlingly advocating compassionate empathy. Both provide for their audience an intimate glimpse into the private lives of others affected by trauma or occupying a particular place in cyberspace.


2021 ◽  
Author(s):  
Jean MacDonald

This study used narrative inquiry to collect the stories of educators working in a multiage setting. Interviews with five staff from two centres in Ontario and one in British Columbia yielded six rich narratives. Some of the themes that emerged from the findings were 1) Perceived Preparedness 2) Experience in the field and 3) Development of a Professional Philosophy. The results of this study support the value of narratives as a tool for professional practice, peer collaboration and reflective practice.


2021 ◽  
Vol 14 (1) ◽  
pp. 83-95
Author(s):  
Elia Gindin ◽  
Meaghan Van Steenbergen ◽  
Douglas L. Gleddie

Two teachers and a professor engaged in collaborative inquiry through narrative as a form of reflective practice, pedagogical growth, and practitioner research. Using a Deweyan lens and elements of narrative inquiry, we consider our stories of teaching through a supportive, growth-based sharing process. Viewing pedagogical experiences through this lens enabled us to enter each other’s worlds and engage in reflection—together. Our work speaks to the situations that arise when expectations conflict with reality. The process of reflecting and re-reflecting led us to the conclusion that engagement in this fashion is a valuable reflexive method for teacher professional growth.


2021 ◽  
Author(s):  
Jean MacDonald

This study used narrative inquiry to collect the stories of educators working in a multiage setting. Interviews with five staff from two centres in Ontario and one in British Columbia yielded six rich narratives. Some of the themes that emerged from the findings were 1) Perceived Preparedness 2) Experience in the field and 3) Development of a Professional Philosophy. The results of this study support the value of narratives as a tool for professional practice, peer collaboration and reflective practice.


Author(s):  
Gina Wong-Wylie

Reflective practice is integral for developing counsellors to maintain self- awareness and to recognize influences upon one’s personal theory of counselling. In this exploratory narrative inquiry research, four doctoral level counselling psychologists participated to uncover “What are the personal stories of developing counsellors and in what ways are lived stories reflective of counsellors' personal theories of counselling?" The researcher employed a butterfly metaphor, and photographs to illustrate lived stories. Dawn, East, Crystal, Sean, and the researcher’s own lived stories elucidated personal counselling theories and approaches. The view that all theories are constructed portraits of theorists' lives is substantiated. A strong link between lived stories and preferred theories in counselling is demonstrated. Directions for future research are provided.


Relay Journal ◽  
2018 ◽  
pp. 55-64

The purpose of the regular ‘Reflective Practice in Advising’ column in Relay Journal is to highlight the importance of reflective practice in the professional development of learning advisors. Taking a narrative inquiry approach, the column includes case studies where advisors engage in voluntary self-reflective professional development, and analyse and reflect on their advising sessions and their developing practice. In this introduction, the authors briefly review the literature in the field of advising and provide an overview of how this column aims to contribute to the growing body of work. Examples of reflective practice in our field will be disseminated with the intention of providing researcher-practitioners with examples of advisor development in action and opportunities to contribute to our understanding of advising processes.


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