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Conversations with Teachers: some aspects of life‐history method
Author(s) -
Woods Peter
Publication year - 1985
Publication title -
british educational research journal
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.171
H-Index - 89
eISSN - 1469-3518
pISSN - 0141-1926
DOI - 10.1080/0141192850110102
Subject(s) - viewpoints , negotiation , ethnography , sociology , variety (cybernetics) , educational research , epistemology , product (mathematics) , pedagogy , mathematics education , psychology , social science , computer science , anthropology , visual arts , art , philosophy , geometry , mathematics , artificial intelligence
Life histories have much to offer educational research. The paper seeks to illustrate, through a consideration of the central life‐history method of ‘conversations', the possibilities for teacher involvement and for educational theory. A strong relationship between researcher and teacher, in which both identify with the research, is essential, and especial consideration, therefore, has to be given to the negotiation of access. Life histories have a strong affinity with ethnography, following many of the same principles, but they can enhance ethnography by adding historical and subjective depth. Accounts are validated through a variety of means, including alternative viewpoints and documentary evidence. The structure of a range of conversations is discussed, and the central techniques examined. Finally, analysis is traced from the initial distillation of material, through ‘secondary’ analysis to ‘formal theory’. Throughout, teacher and researcher work closely together, and the eventual ‘findings' are a product of the interaction between them.