Constructing narrative and phenomenological meaning within one study

Journal article


Patterson, Carmel. (2018). Constructing narrative and phenomenological meaning within one study. Qualitative Research Journal. 18(3), pp. 223-237. https://doi.org/10.1108/QRJ-D-17-00033
AuthorsPatterson, Carmel
Abstract

Purpose
The purpose of this paper is to argue for the articulation of the affordances of two qualitative methodologies when used within one study to address the multi-dimensional nature of the research phenomena.

Design/methodology/approach
This paper considers one example of combining narrative inquiry and phenomenological inquiry to construct new understandings of teacher learning from an Australian study.

Findings
The author draws on the individual meaning-making and shared social phenomena of professional learning explored for five secondary school teachers. Findings are accessed in two ways: narrative inquiry enables the construction of unique professional learning narratives and phenomenological inquiry proposes commonalities in the teachers’ experiences.

Research limitations/implications
Selected examples from the study are used to explore what may be learnt from combining two interpretative methodologies within one study with limited references to the overall research findings.

Practical implications
These qualitative methodological designs and their implementation within one study have positive influences on the multifaceted nature of the construction of meaning-making in teacher professional learning. Furthermore, using two qualitative methodologies together provide insights on the study phenomena, in this instance, highlighting the personal aspect of expert teachers’ professional learning needs and the disruptive dissonance of ongoing problematics as central for the teachers throughout their professional learning.

Originality/value
This study offers one possibility for combining methodologies to access the meaning-making in teacher learning and one avenue for creating hermeneutic understanding in using the methods within this approach.

Keywordsnarrative inquiry; teacher learning; professional learning; developing expertise; disruptive dissonances; learning problematics; meaning representations; meaning-making; multiple methodologies; phenomenological inquiry; teacher expertise
Year2018
JournalQualitative Research Journal
Journal citation18 (3), pp. 223-237
PublisherEmerald Publishing Limited
ISSN1443-9883
Digital Object Identifier (DOI)https://doi.org/10.1108/QRJ-D-17-00033
Scopus EID2-s2.0-85043449727
Open accessPublished as green open access
Page range223-237
Author's accepted manuscript
License
All rights reserved
File Access Level
Open
Publisher's version
License
All rights reserved
File Access Level
Controlled
Output statusPublished
Publication dates
Online07 Feb 2018
Publication process dates
Accepted07 Jan 2018
Deposited19 Jul 2023
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https://acuresearchbank.acu.edu.au/item/8z596/constructing-narrative-and-phenomenological-meaning-within-one-study

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