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Fincher, Sally (2012)
Publisher: University of Kent at Canterbury
Languages: English
Types: Book
Subjects: L
The Share project ran from 2008-2012 and aimed to gain insight into how educators in Higher Education share teaching practice; how they represent it; how they use representations in turn, and how, when and with what evidence they change their teaching practice. The project comprised several separate, although inter-related, investigations and used narrative both as a medium with regard to representing practice and as a methodology in research studies. As Olson observes:\ud … narratives are key components in the authentic study of teaching, for until we understand the context and appreciate the perspectives of those involved, any understanding of what it means to teach and learn will remain fragmented and disconnected from the real world of teaching (Olson, 1997)\ud In investigating teachers’ practice, we undertook four narrative enquiries. In the body of this handbook we consider each, in both theoretical and pragmatic reflection, in the hope that it may be of use to other researchers embarking on this sort of enquiry. We preface this with a short examination of the use of narrative as a medium and follow with the presentation of an analytic framework that emerged from the combination of narrative methodologies we employed.
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    • iii For our purposes, we take this early formulation of Bruner's to be the most useful. He later developed and extended his ideas concerning narrative to include considerations of literary theory and structure in his 1991 Critical Inquiry article “The Narrative Construction of Reality” and his 2004 Social Research article “Life as Narrative”.
    • vi Although there was considerable overlap with established academics, see: Liz Stanley, The Archaeology of a 1930s Mass-Observation Project, University of Manchester, Department of Sociology Occasional Paper 27, 1990. Also, it should be noted that many of the MO contributors were drawn from the professional classes. Journalists, politicians and academics are well-represented in MO contributors.
    • vii We would have liked to have chosen the 12th as an historical tip-ofthe-hat to MO, but too few days of the week were represented.With the 15th, every day (Saturday and Sunday as well as the days of the “working” week) was included over the course of the year.
    • xi This protocol was influenced by the approach described in Working Minds: A Practitioner's Guide to Cognitive Task Analysis by Beth Crandall, Gary Klein and Robert R Hoffman, 2006 MIT Press
    • xii The map is itself an example of a long-gestated idea. It was first doodled in 2007 with Jennifer Turns,Yi-Min Huang, Jessica Yellin (all of the University of Washington, Seattle) and Susan Ambrose (of
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