NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1022393
Record Type: Journal
Publication Date: 2013
Pages: 15
Abstractor: As Provided
Reference Count: 39
ISBN: N/A
ISSN: ISSN-1354-0602
Proximal Ethnography: "Inside-Out-Inside" Research and the Impact of Shared Metaphors of Learning
Price, Fiona
Teachers and Teaching: Theory and Practice, v19 n6 p595-609 2013
This paper examines the way Higher Education (HE) students use metaphors to make tangible the lived and living experience of learning. The article provides a contemporary development of the ethnographic paradigm by offering a new model termed "proximal ethnography" to capture the sense of inside-out-inside research, of being what one has studied. In this innovative model, the researcher shares the same experiences as the observed but does so outside their specific domain. Semi-structured interviews were held with eight trainee educational professionals at intervals during their two-year courses, and an online survey was sent to students on the same courses in regional Further Education colleges. Results show that students possessed a hierarchy of motivating drivers; some of these remained stable while others fluctuated. Acceptance of this instability helped them succeed on their course. Some students used metaphor to associate their trainee identities with previous successful professional characteristics to help them cope with the demands of HE study. If HE institutions can incorporate these findings into student induction and peer support programmes, there is the potential to normalise feelings of uncertainty, providing simple approaches to staying motivated and succeeding.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom