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Search Results for 'Ethnographic study' (Keyword)
60 items found 1 / 6
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1   |   From section Research Methods
Proximal Ethnography: ‘Inside-Out-Inside’ Research and the Impact of Shared Metaphors of Learning
This article investigates the way Higher Education (HE) students use metaphors to make tangible the lived and living experience of learning. It 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. The findings reveal that students possessed a hierarchy of motivating drivers; some of these remained stable while others fluctuated. Students' acceptance of this instability helped them succeed on their course.
Publication Year: 2013    |    Updated in ITEC: September 12, 2017
2   |   From section Theories & Approaches
Putting Philosophy to Work in the Classroom: Using Rhizomatics to Deterritorialize Neoliberal Thought and Practice
As two teachers/researchers committed to the values of social justice in the classroom, the authors are deeply disturbed by the explicit and implicit ways that their education system, operating through neoliberalism, reproduces the inequalities of larger society. To problematize and deterritorialize dominant neoliberal notions of schooling, education, teaching, and learning in their classrooms, they embarked on a co/autoethnographic self-study of their teaching practice. Findings, or becomings, indicate that the concepts of the rhizome can be practically put to work in the classroom to raise consciousness and inform thinking about resisting the neoliberal status quo.
Publication Year: 2013    |    Updated in ITEC: November 9, 2016
3   |   From section Teacher Educators
Teacher Educators' Dispositions: Footnoting the Present with Stories from our Pasts
This article uses critical autoethnographic self-study methodology to examine teacher educators' dispositions toward their students. Findings illustrate the powerful positions and judgmental stances teacher educators held as they navigated their teaching as well as a need for teacher educators to devote time to deliberate critical self-study of their own dispositions.
Publication Year: 2012    |    Updated in ITEC: November 9, 2016
4   |   From section Research Methods
Journey to Ethnographic Research
A new book by Leah Shagrir describes a researcher's journey to carry out an ethnographic study. The book describes how the various stops along the way allowed investigation of the research area from a variety of viewpoints, in order to fulfil diverse roles, and to present the research findings in a range of voices: the voice of the teacher educator, the voice of the faculty member, the voice of the ethnographic researcher, and the voice of the student. Using the voice of each role to present the issue allows one to examine it from a unique perspective and to get a broad and deep picture of the research population, process and results. Such a multi-dimensional perspective enables the presentation of a whole; emphasizing experiences, perceptions, values, world views, rules and regulations, culture and life style, interpersonal and intrapersonal relations.
Publication Year: 2016    |    Updated in ITEC: May 16, 2017
5   |   From section Instruction in Teacher Training
‘Identity Work in A Dialogic International Teaching Practicum’
This paper reports on a dialogic model of international practicum, involving Australian pre-service students and two mentors on a 22-day placement in South Africa. The authors begin with a traditional qualitative case study of the practicum program, identifying benefits for some students.
Publication Year: 2015    |    Updated in ITEC: August 17, 2015
6   |   From section Multiculturalism & Diversity
“It’s not just Learning English, It’s Learning Other Cultures”: Belonging, Power, and Possibility in an Immigrant Contact Zone
This article is an ethnographic investigation of a multiethnic, multilingual classroom. It examines the ways in which immigrant students’ goals for community and belonging were mediated by their vibrant cultural and linguistic practices. Findings demonstrate how youth formed a community of practice through brokering acts, resource pooling, and linguistic play across national, cultural, and linguistic differences.
Publication Year: 2014    |    Updated in ITEC: April 15, 2015
7   |   From section Research Methods
Too Good At Fitting In: Methodological Consequences and Ethical Adjustments
This article explores the use of the author's own self-presentation as a method of gaining physical and social access to ethnographic sorority spaces. The article then considers the methodological consequences that may ensue when a researcher becomes “too good at fitting in.”
Publication Year: 2014    |    Updated in ITEC: March 16, 2015
8   |   From section Research Methods
An Autoethnographic Inquiry into the Role of Serendipity in Becoming a Teacher Educator/Researcher
This study inquires into the author's shifting ‘self’ as a researcher/teacher educator in teacher professional development. The author uses an autoethnographic inquiry, and presents vignettes of the self/researcher/teacher educator embedded in the messiness and complexity of lived experiences. This autoethnographic inquiry represents her attempts to make sense of these experiences. Central to the inquiry is an examination of the roles played by serendipity and by writing itself in the processes of sense- and self-making.
Publication Year: 2014    |    Updated in ITEC: March 13, 2015
9   |   From section Theories & Approaches
Crossing Borders by “Walking around” Culture: Three Ethnographic Reflections on Teacher Preparation
In this article, the authors present the idea of “walking around” culture. By “walking around” culture, they mean that teachers need to put feet to pavement and purposefully “walk around” the neighborhoods of their students, similar to ethnographic study. The authors describe how each of them has “walked around” culture ethnographically. As they describe their experiences, they write in their own voice. As they have analyzed their experiences, several common themes have emerged. They have combined these themes into five critical factors, which they have labeled as “key principles”: culture is communication, culture is personal, culture has boundaries, culture is perceived by those who stand outside the culture, and culture is defined by the people in that culture.
Publication Year: 2011    |    Updated in ITEC: May 28, 2017
10   |   From section Mentoring & Supervision
Opening the Black Box of Field Experiences: How Cooperating Teachers’ Beliefs and Practices Shape Student Teachers’ Beliefs and Practices
The purpose of this study was to describe how six preservice science teachers learn to teach over a year and explain their learning by documenting their field experiences, teacher education courses, and their changing beliefs and practices. The findings reveal that teaching practices were strongly influenced by the cooperating teachers. Initially, all six interns attempted to mimic the lessons they witnessed their cooperating teachers teach. Later, the interns independently implemented instruction that emphasized key instructional or relational strategies as the cooperating teachers, regardless of whether or not they were experiencing success.
Publication Year: 2012    |    Updated in ITEC: November 12, 2014
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