Personal Narrrative

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This Powerpoint™ illustrates the analytic method used by individuals to engage in self-study on past learning experiences that enhance the understanding of their personal and professional knowledge, as well as, their actions and thoughts, with other individuals, in multiple contexts. These individuals conducted narrative research into their personal life experiences (out of school), their science and mathematics learning experiences in the past, in present field experiences, and anticipated science and mathematics career experiences.

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Personal Narrrative

  1. 1. NARRATIVE INQUIRY: PERSONAL STORY OF SCHOOL EXPERIENCES Jo Anne Ollerenshaw, Ph.D. Department of Interdisciplinary Learning and Teaching-COEHD; University of Texas at San Antonio; 6900 N. Loop 1604 West; San Antonio, Texas 78249; (210) 458-5847; [email_address] A poster-paper presented at MNSA 32nd Annual NMSA Conference Philadelphia, PA November 3, 2005
  2. 2. Abstract <ul><li>This poster illustrates the analytic method used by pre-service teachers to engage in self-study on past learning experiences that enhance the understanding of their personal and professional knowledge, as well as, their actions and thoughts, with other individuals, in multiple contexts. These pre-service teachers conducted narrative research into their personal life experiences (out of school), their science and mathematics learning experiences in the past, in present field experiences, and anticipated science and mathematics middle level teaching experiences (in school). </li></ul><ul><li>“ We do not engage in self-study research solely for the purpose of theorizing. We have pedagogical imperatives, responsibilities to our current student teachers, as well as their students.” (LaBoskey, 2004, pp 819). </li></ul>
  3. 3. Theoretical Background <ul><li>People tell stories about their life experiences. People think about and understand their individual thinking and actions when they tell their stories of experiences (Bruner, 1986, 1990; Polkinghorne, 1988; Ricoeur, 1991). </li></ul><ul><li>Collecting stories has emerged as a popular form of interpretive of qualitative research (Gudmundsdottir, 1997). </li></ul><ul><li>Self-study narrative inquiry has emerged as a valid form or educational research thanks to the work of Connelly and Clandinin (2000). </li></ul><ul><li>The new International Handbook of Self-Study and Teacher Education Practices (2004) provides further evidence for the legitimacy of this methodology in educational research, worldwide. </li></ul>
  4. 4. Analytic Process <ul><li>Narrative Inquiry - “ Self Study ” </li></ul><ul><li>Three Dimensional Space guides Data Collection </li></ul><ul><li>(Clandinin & Connelly, 2000) </li></ul><ul><li>Problem-Solution guides ReStorying Analysis </li></ul><ul><li>(Ollerenshaw & Creswell, 2002) </li></ul>
  5. 5. Data Collection (3D Space, Clandinin & Connelly, 2000) <ul><li>I. Interaction </li></ul><ul><ul><ul><li>a. Personal - look inward to internal conditions, feelings hopes, aesthetic reactions, moral dispositions. </li></ul></ul></ul><ul><ul><ul><li>b. Social - look outward to existential conditions in the environment with other people and their intentions. </li></ul></ul></ul><ul><li>II. Continuity </li></ul><ul><ul><ul><li>a. Past - look backward to remembered stories. </li></ul></ul></ul><ul><ul><ul><li>b. Present - look at current stories. </li></ul></ul></ul><ul><ul><ul><li>c. Future - looks forward to implied and possible stories. </li></ul></ul></ul><ul><li>III. Situation </li></ul><ul><ul><ul><li>a. Place - look at context, time and place situated in a physical landscape with others’ intentions. </li></ul></ul></ul>
  6. 6. ReStory (Problem-Solution, Ollerenshaw & Creswell, 2002) <ul><li>The holistic-content analysis of field texts (e.g., transcripts, documents, and observational field notes) includes more than description and thematic development as found in many qualitative studies. It involves a complex set of analysis steps based on the central feature of “restorying” a story from the original raw data. Narrative inquirers take these first-person narratives in transcribed form (i.e., the raw data) and then “restory” the original narrator’s story in order to understand the lived experiences of the individual. They may also form themes or categories based on key issues embedded in the story as they retell the story. In presenting the “restory” of the themes, the researcher places the stories within a context or place and negotiates the meaning of the story with participants in the study. </li></ul>
  7. 7. Steps <ul><li>I advance the step-by-step process that my students used for their self-study (illustrated in Appendices A, B, C, D, E). I present, also, the rubric that we used to critique the final narratives, (see Appendix F). As a storyteller , I begin my university classes with storytelling. </li></ul><ul><li>Identify Multiple Intelligence (Gardner, 1983) </li></ul><ul><li>Identify Myers-Briggs ® Trait Inventory ( Reinhold, 2005 ) </li></ul><ul><li>Select Favorite childhood Story and write main point </li></ul><ul><li>Tour of OJOS (Our Journey/Our Stories, 2005) http://latino.si.edu/newsevents/SIvisitor.htm http://www.sites.si.edu/exhibitions/exhibits/journeys/main.htm http://www.ourjourney.info/Default.asp </li></ul><ul><li>Brainstorm Three Dimensional Space Table of 10 ideas </li></ul><ul><li>Collect, Tell, and write ten stories </li></ul><ul><li>Analyze plot structure, Code themes, and Restory </li></ul><ul><li>Model oral storytelling </li></ul><ul><li>Write a final personal narrative </li></ul><ul><li>Member check using rubric </li></ul>
  8. 8. References <ul><li>Bruner, J. (1986). Actual minds, possible worlds . Cambridge, MA: Harvard University Press. </li></ul><ul><li>Bruner, J. (1990). Acts of meaning . Cambridge, MA: Harvard University Press. </li></ul><ul><li>Case, R., Okamoto, Y. (1996). The role of central conceptual structures in the development of children's thought. Monographs of the Society for Research in Child Development 61 (1-2). </li></ul><ul><li>Casey, K. (1995/1996). The new narrative research in education. Review of Research in Education, 21 , 211-253. </li></ul><ul><li>Clandinin, D. J., & Connelly, F. M. (2000). Narrative inquiry: Experience in story in qualitative research . San Francisco, CA: Josses-Bass. </li></ul><ul><li>Connelly, F. M., & Clandinin, D. J. (1988). Teachers as curriculum planners: Narratives of experience . New York, NY: Teachers College Press. </li></ul><ul><li>Connelly, F. M., & Clandinin D. J. (1990). Stories of experience and narrative inquiry. Educational Researcher, 19 (5), 2-14. </li></ul><ul><li>Cortazzi, M. (1993). Narrative analysis . Washington, DC: The Falmer Press. </li></ul><ul><li>Connelly, F. M., & Clandinin, D. J., (1986) On Narrative method, Personal Philosophy, And Narrative Unties In the Story of Teaching, Journal of Research in Science Teaching, 23 (4) P 293-310. </li></ul><ul><li>Erickson, E. H., (1963) Childhood and Society (2 nd ed). New York, NY: W. W. Norton & CO </li></ul><ul><li>Errante, A. (2000). But sometimes you’re not part of the story: Oral histories and ways of remembering and telling. Educational Researcher, 29, 16-27. </li></ul><ul><li>Estes, C. P., (1992) Women who run with wolves: Myths and stories of the wild women archetype. New York, NY: Ballantine Books </li></ul><ul><li>Gardner, H. (1983) Frames of Mind: Theory of Multiple Intelligences. New York: Basic Books </li></ul><ul><li>Gudmundsdottir, S. (1997). Introduction to the issue of “narrative perspectives on research in teaching and teacher education.” Teaching and Teacher Education, 13 (1), 1-3. </li></ul><ul><li>Hills, R (1977) Writing in General and the Short Story in Particular: An Informal Textbook. Houghton Mifflin Co, Boston, MA </li></ul><ul><li>Ivanco, J. ( 1998) What are my learning strengths? retrieved October, 25, 2005, from http://www.ldrc.ca/projects/miinventory/mitest.html </li></ul><ul><li>Josselson, R., Lieblich, A., editors (1993). The narrative study of lives (Vol. 1) . Thousand Oaks, CA : Sage. </li></ul><ul><li>LaBoskey, V. K., (2004) Methodology of Self-study and its theoretical underpinnings in International Handbook of Self-study of Teaching and Teacher Education Practices , pp. 817-869. Loughran, J. J., Hamiliton, M. L., LaBoskey, V. K., Russell, T. (eds.) Dordrecht: Kluwer Academic Publishers: Great Britian. </li></ul><ul><li>Lieblich, A., Tuval-Mashiach, R., & Zilbert, T. (1998). Narrative research: Reading, analysis, and interpretation . Thousand Oaks, CA: Sage. </li></ul><ul><li>Mckeough, A., (1992) A neo-structural analysis of children's narrative and its development in R. Case (Ed.), The mind's staircase . Lawrence Erlbaum Associates: Hillsdale, NJ </li></ul><ul><li>McEwan, H. (1977). The functions of narrative and research on teaching. Teaching and Teacher Education, 13( 1), 85-92. </li></ul><ul><li>McEwan, H., & Egan, K. (Eds.). (1995). Narrative in teaching, learning, and research. New York, NY: Teachers College. </li></ul><ul><li>Milne, C. (1998). Philosophically correct science stories: Examining the implications of heroic science stories for school science. Journal of Research in Science Teaching, 35 (2), 175-187. </li></ul><ul><li>Ollerenshaw, J., Lyons, D. (2004 in-revision) &quot;Make That Relationship&quot;: A Santee Pre-Service Teacher and a Non-Native University Professor's Experiences Learning to Teach in a Reservation School (Journal of American Indian Education). </li></ul><ul><li>Ollerenshaw, J. & Creswell, J. W., (2002). Narrative Research: A Comparison of Two “Restorying” Data Analysis Approaches. Qualitative Inquiry , ( 8 ) 3, 329-347. </li></ul><ul><li>Polkinghorne, D. E. (1988). Narrative knowing and the human sciences . Albany, NY: State University of New York Press. </li></ul><ul><li>Reinhold, R. INTJ. (2005) Personality Development & MBTI ® theory The Faces of Personality Type Development retrieved October, 25, 2005, from http://www.personalitypathways.com/faces.html </li></ul><ul><li>Riessman, C. K. (1993). Narrative analysis (Vol. V 30). Thousand Oaks, CA: Sage </li></ul><ul><li>Ricoeur, P. (1991). A Ricoeur reader: Reflection and imagination . Toronto, Ontario, Canada: University of Toronto Press. </li></ul><ul><li>Smithsonian Institution (2004) Our Journey/Our Stories: Portraits of Latino Achievement , confirmed retrieval October, 25, 2005, may be retrieved from http://latino.si.edu/virtualgallery/OJOS/OJOSintro.htm ). </li></ul>

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