ERIC Number: EJ1291802
Record Type: Journal
Publication Date: 2021
Pages: 12
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1743-727X
EISSN: N/A
Narrative Inquiry and Relational Ethics: Negotiating the Lived Experiences of International School Teachers in China
International Journal of Research & Method in Education, v44 n2 p113-124 2021
This paper is a reflective account of using narrative inquiry and relational ethics as part of doctoral research that explored the lived experiences and identity construction of international school teachers in Shanghai, China. Specifically, it illustrates how narrative inquiry informed the whole research process by focusing on three aspects of the research process: data collection, data transcription, and data analysis. Excerpts from interviews and email correspondence with the participants are drawn on in order to illustrate how the interpretation of the interview data was negotiated through a process of dialogic member-checking. They also reveal moments where the juxtaposition of my interpretation of the data with the participants' words functioned as a form of reflexivity which bolstered ethical bonds between the researcher and the participants.
Descriptors: Teaching Experience, International Schools, Foreign Countries, Personal Narratives, Professional Identity, Teacher Attitudes, Inquiry, Data Collection, Data Analysis
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: China (Shanghai)
Grant or Contract Numbers: N/A