Academic literature on the topic 'Biographical-narrative investigation'

Resumo: A identidade docente é construída a partir de relações sociais e profissionais. A compreensão da construção desta identidade exige o conhecimento de elementos subjetivos de suas vidas. As metodologias vinculadas ao método biográfico têm como um de seus princípios a presença da “voz” dos sujeitos na construção da pesquisa. O artigo apresenta a pertinência do método biográfico em pesquisas sobre o tema, e a investigação biográfico-narrativa como indicação para a investigação da identidade profissional. A questão das identidades profissionais tem como referência Dubar (2005); a discussão sobre o método biográfico tem como base estudos de Bueno (2002), Abrahão (2004), Galvão (2005), Bolívar e Domingo (2006), Souza (2011), entre outros. Demonstra-se que o método discutido é indicado para o estudo das identidades profissionais docentes ao proporcionar caminhos e estratégias para que o pesquisador conheça os aspectos significativos das trajetórias vividas (DUBAR, 2005) dos professores por meio de suas próprias narrativas.Palavras-chave: Método biográfico; Identidades profissionais; Investigação biográfico-narrativa. The biographical method in research on teacher’s professional identitiesAbstract: Teacher’s identity is construed through social and professional relationships. Understanding this construction demands knowledge of subjective elements of their lives. One principle of methodologies relating to biographical methods is the presence of the subject’s “voice” during research development. The pertinence of the biographical method is presented, and the biographical-narrative research is suggested for the investigation of teacher’s professional identity. Discussion on professional identities is based on Dubar (2005), while discussion on biographical method is based on Bueno (2002), Abrahão (2004), Galvão (1995), Bolívar and Domingo (2006), Souza (2011), and other authors. It is concluded that the aforementioned method is suited for research on teacher’s professional identities for providing paths and strategies that allow the researcher to find out meaningful aspects of teacher’s life experiences (DUBAR, 2005) through their own narratives.Keywords: Biographical method; Professional identity; Biographical-narrative investigation.

The specificity of narrative inquiry is to seek to understand the lived experience by collecting first-person narratives. The principles on which its relevance is based are as follows: the apprehension and understanding of the processes of edification of the “points of view” from which the situations experienced by the people involved in the inquiry are thought to be constructed from two phases: that of the experience in language - either the putting into words of the lived experience - then that of the configuration of the words into texts, or the putting into narratives. The asserted need to support these processes stems from the following postulate: starting the investigation implies that one must carry out the work of grasping one’s own experience according to different time scales from which the narration of the experience can be accomplished. Thus, by aiming at the expression of the experience “in first person”, the “inquirer“ (who may be a researcher, a trainer, a career guidance counsellor) does not take information on the experience of others. He or she uses guidance procedures whose effect is to encourage the “entry into the investigation” of the persons with whom he or she is seeking and working. This leads us to consider that narrative inquiry is a form of inquiry “necessarily in the first person” since only the person who has experienced a phenomenon is able to say, from his or her point of view and in his or her own words, what he or she has experienced, the effects he or she has felt, and the resulting experiential and biographical repercussions.

During the academic year 2014-2015, an investigation was conducted in an innovative school in Barcelona where a teacher used personal diaries written by its students during their Catalan lessons in 2nd high school. The objective of this activity was to use this tool to work with and from the students’ emotions, and create a communication channel to enhance closeness in the student-teacher relationship that would also benefit their Catalan language learning process. The second stage of the study includes four participants: three students and one teacher. The objectives are: (a) to do a follow-up on the agents who were involved in the creation of personal diaries and (b) to see what this type of activity made them feel in terms of communication and relationship between teacher-student. The method that has guided this work is biographical narrative and some of the conclusions are that the use of narrative newspapers could be a useful tool in improving teaching and even learning itself because it helps establish links between teacher-student and because it allows expressing the experiences using language first hand.

AbstractDemystifying a largely misunderstood chapter in John Cage's biographical narrative, this article explores the pivotal role architect and philanthropist Paul Williams played in Cage's life, and for whom Cage named his famous magnetic tape composition Williams Mix (1952–53). Retracing the activities of both men, beginning with their earliest encounter at the experimental Black Mountain College in North Carolina in 1948, this investigation documents for the first time the extent of their mutually devoted relationship. Newly uncovered source material and photographs also reveal the valuable contributions Williams made as primary benefactor and mastermind of the intentional community called the Gatehill Cooperative (a.k.a. “Stony Point”), a place Cage called home for seventeen years (1954–71). There Cage developed a “hunger for nature,” wrote his widely read and influential book Silence (1961), and undertook some of his most significant musical projects.

This article demonstrates the use of qualitative methodologies to provide a description of an intervention framework and goals for students with hearing loss in general education. Because of advances in technology, the majority of students with hearing loss are now educated in general education classrooms. Many of these students are not eligible for special education services although their hearing loss does compromise their functioning in many areas of daily life. This investigation employed two qualitative methods—the biographical narrative interpretive method and ethnography—to provide insight into the personal experiences of a speech-language pathologist with a hearing loss and the way her experiences influenced the nature, rationale for, and content of the intervention program she implemented for students with hearing loss in general education programs. The qualitative methods are described, examples of qualitative analyses are provided, and the components of the program for elementary school students are presented.

Abstract Athletes’ paths to international sporting success are unique but always include a number of transitions within sport, as well as outside of it, which hold the potential for crisis or growth. Particularly the transition from talented junior to elite senior athlete plays a critical role in the overall athletic career. The present study is a qualitative inquiry using semistructured interviews as data. We asked eight young and very talented athletes to imagine they were at the end of a successful career in their chosen sport and invited them to describe how they got there. The qualitative interview strategy was narrative in its attempt to elicit how the young athletes made meaning of their endeavours through narratives, and biographical in its attempt to ask the athletes to describe their future career paths. We analysed the interviews as single case studies, subjected them to meaning condensation and then constructed the final narratives. Common features of the tales pertain to the fact that these athletes are still young and have yet to grasp the reality of what they are embarking on, which is clear from the simplicity and lightness that is portrayed in their perspectives. The athletes give little emphasis to the challenges and need of social support inherent in an athletic career. On the one hand, the poor preparation of the athletes for the time to come is worrying; on the other hand, the unworried lightness and optimism of the athletes’ stories could also be seen as a strength.

The present study aimed to discuss issues of gender, sexual diversity, gender diversity and Rural Education. The (auto) biographical narratives were used as the methodological path, and the narrative interview as an instrument of data collection, allowing the interviewees to narrate their life story, placing themselves as protagonists of the investigation process. Thus, we emphasize that the interviewees were two gay university students, who live in the countryside. From the study, the need to problematize the dialogue around issues of gender and sexual diversity in Rural Education was noticeable. It is necessary to break binary schemes around issues that involve sexuality, mature reflections around queer bodies, aiming in fact to know how these issues are addressed in the training processes of rural communities and how much, through these processes, can be done in the sense to contribute to acceptance, I respect the plurality that exists among society, in order to decolonize / deconstruct the rules imposed and taken as standards.

Este artigo tem como foco a Entrevista Narrativa, idealizada por Fritz Schütze, um dispositivo de produção e análise de dados para pesquisas que, pela sua peculiaridade na geração de textos narrativos, tem aproximações com abordagens (auto) biográficas e busca romper com a rigidez imposta pelas entrevistas estruturadas e/ou semiestruturadas. A discussão parte de uma investigação que teve como foco a trajetória de formação inicial de seis professoras da Educação Infantil da rede pública de ensino de Imperatriz/MA. O texto apresenta, de forma analítica, o movimento entre a produção, a textualização e a análise da entrevista com três professoras.Palavras-chave: Entrevista Narrativa. Análise de Narrativas. Professoras da Educação Infantil.THE NARRATIVE INTERVIEW: device of production and analysis of data on paths of teachersAbstract: This article focuses on the narrative interview by Fritz Schütze. It is an device of data production and analysis for research that is similar to (auto)biographical approaches for its peculiarity in generating narrative texts that try to break with the rigidity imposed by structured and/or semi-structured interviews. The discussion stems from an investigation, conducted with six childhood education teachers from public schools in Imperatriz/MA, that had as its focus the initial development pathways of these teachers. The text presents, in an analytical way, the movement between production, textualization, and analysis of the interview with three teachers.Keywords: Narrative Interview. Narrative Analysis. Early Childhood Education Teachers.ENTREVISTA NARRATIVA: dispositivo de producción y análisis de datos sobre trajectorias de profesoras Resumen: Este artículo se centra en la Entrevista Narrativa idealizada por Fritz Schütze. Se trata de un dispositivo de producción y análisis de datos para investigaciones que tienen proximidades con enfoques autobiográficos, por su peculiaridad de generar textos narrativos, y con el objetivo de interrumpir a rigidez impuesta por las entrevistas estructuradas y/o semiestructuradas. La discusión se hace a partir de una investigación realizada con seis profesoras de educación infantil de la enseñanza pública de la ciudad de Imperatriz/MA, que tuvo como enfoque la trayectoria de formación inicial de esas profesoras. De forma analítica el texto presenta el movimiento entre la producción, la textualización y el análisis de la entrevista con tres profesoras.Palabras clave: Entrevista Narrativa. Análisis de Narrativas. Profesoras de Educación Infantil.

TPACK framework as an established term for describing what teachers need to know to integrate technology effectively into their teaching practices has been widely addressed by teachers and teacher educators and it has been a flourishing field of investigation. However, teacher educators’ model in the context of using varieties of software in exploiting the benefits of technology by looking at how the framework could be implemented is restricted. Therefore the aim of this study is to explore a teacher educator’s experiences in modelling his teaching and learning based on the TPACK framework using qualitative research into biographical case study narrative. Two data collection techniques (i.e; interview and observation) were used to support the data collection process. The findings of this study suggest that it is important for teacher educators to incorporate Project Based Learning in TPACK and to combine varieties of software for creating English language multimedia as it could develop both teacher educator’s and pre-service teachers’ knowledge on content, technology, and pedagogy and their intersections. Furthermore, the use of blended learning would allow pre-service teachers to directly see, learn, observe, and experience how to learn and how to teach English using technology.

AbstractAn investigation is provided on the narration of the Buddha's biography in Burmese murals of the Pagan Period (eleventh to thirteenth century ce). It detects a development of the complete account on the subject in the oldest murals of the period at the Patho-hta-mya Temple, which probably predate the earliest known literary counterpart in Pāli, the Jinālaṅkāra, which was most likely composed in Sri-Lanka during the mid-twelfth century ce. The comparison is provided between the biographical account of the Buddha illustrated in Pagan murals and those found in the two main groups of much later vernacular texts compiled in Southeast Asia, namely: Malālamkāravatthu-Tathāgataudanadīpanī particularly prevailing in Burma and representing the later Burmese tradition on narrating the Buddha's biography; and, Pathamasambodhi gaining its popularity over several other parts of Southeast Asia (i.e., Thailand, Laos, Cambodia, Southwestern China and eastern part of the Shan State). The Pagan narrative on the Buddha's life is shown to be far more associated with the Malālamkāravatthu-Tathāgataudanadīpanī than with the Pathamasambodhi, suggesting the first group of texts to be a later product of the longstanding Buddhist tradition existing in Burma at least since the Pagan Period, and the latter of a separate development.

This dissertation relates to the Research Field of Education and Arts LP4, at the Education Graduate Department of Universidade Federal de Santa Maria (PPGE/UFSM) and to the study group Education, Action and Research in Music Education (FAPEM). The general objective was to understand the Bachelor in instrument s process of learning to teach musical instruments. In particular, we tried to understand their education process and to investigate the knowledge that these teachers mobilize when teaching their instrument. This research had a qualitative approach and adopted as its methodology the biographic-narrative investigation (BOLÍVAR, DOMINGO, 2006), through which the narratives of three bachelors who teach instruments were produced. By means of textual discursive analysis (MORAES; GALIAZZI, 2013), data analysis categories were created, which were interpreted based on the adopted theoretical framework. In this sense, the production of the text about the learning to teach and about the mobilized knowledge was based on studies by Bolzan (2002), Bolzan and Isaia (2006), Isaia and Bolzan (2009, 2010), Gauthier et al. (2006) e Tardif (2012). While we are aware that the three collaborator s narratives do not represent the totality of the educational path for teaching, we conclude that each bachelor in instrument becomes a teacher-bachelor through the construction and mobilization of knowledge, which are integrated to the being a teacher through education and experience with pedagogical practice. Furthermore, besides the knowledge described by Gauthier et al. (2006) an Tardif (2012), we identified the performance knowledge, which is specific of the instrument teacher.
A presente dissertação está vinculada à Linha de Pesquisa Educação e Artes - LP4, do Programa de Pós-Graduação em Educação, da Universidade Federal de Santa Maria (PPGE/UFSM) e ao grupo de estudos Formação, Ação e Pesquisa em Educação Musical (FAPEM). Como objetivo geral, buscou-se compreender o processo de construção da docência de instrumentistas bacharéis que atuam como professores de instrumento. Especificamente, procurou-se compreender seus processos formativos e investigar os saberes que esses professores mobilizam na docência do instrumento. A pesquisa, de cunho qualitativo, adotou como metodologia a investigação biográfico-narrativa (BOLÍVAR, DOMINGO, 2006), por meio da qual foram produzidas as narrativas de três bacharéis formados pela UFSM, professores de instrumento. Por meio da análise textual discursiva (MORAES; GALIAZZI, 2013), foram criadas categorias de análise dos dados das narrativas, os quais foram interpretados com base no referencial teórico adotado. Neste sentido, a escrita sobre a aprendizagem da docência e sobre os saberes mobilizados durante a prática pedagógica teve como base estudos de Gauthier et al. (2006), Tardif (2012), Bolzan (2002), Bolzan e Isaia (2006) e Isaia e Bolzan (2009, 2010). Conscientes de que as narrativas dos três colaboradores não representam a totalidade dos percursos formativos para a docência, concluímos que cada bacharel em instrumento torna-se um docente-bacharel através da construção e da mobilização de saberes, os quais são integrados ao ser professor por meio da formação e da experiência com a prática pedagógica. Além disso, apontamos que além dos saberes descritos por Gauthier et al. (2006) e Tardif (2012), identificamos o saber da performance, específico ao professor de instrumento.

This biographical chapter presents new information about Harkness’s eventful life. In spite of her active engagement with many of the leading writers, radicals, and social reformers in late nineteenth-century London, as well as her own political work and literary labour and extensive travels, relatively little is known about Margaret Elise Harkness. Four continents form part of her life narrative, which is only now beginning to reveal a more nuanced picture of her activities, associations, and accomplishments than was previously presumed. The consideration of newly uncovered materials on her is an exploration that extends beyond ‘darkest Londonʼ and suggests that there are additional relevant details that should be attached to her resume. Libraries and archives around the world possess key documents to enlighten her ideas pursuits, but there are also other unexpected settings and sources for a preliminary biographical investigation of the woman who was more than the author designated as John Law.

This paper investigates to what extent the emergence of the princeps shapes Dio’s narrative. The best fitting passages for investigating this topic are the so called “anectodical-biographical sections”, which cannot be utterly dismissed as pieces of imperial biography: it would be better to consider those sections as devoted to the evaluation of the emperor’s praxis of government on a very concrete (rather that moralistic) ground. These narrative proceedings betray the existence of a well-structured framework lying beneath the work’s building in terms of political thought. In fact, Dio develops a consistent perspective about the relationship he expected between the princeps and the senate, fashioned, to my mind, by the princeps civilis model. This paradigm is sustained by a very classical political theory, although remoulded: the ‘mixed constitution’ theory.