Turning Points in Narratives of Research Design: Research Innovation Stimulating Unique Responses to Existing Challenges for Beginning Rural Teachers

Authors

  • Chad Morrison University of South Australia
  • Jill Willis Faculty of Education, Queensland University of Technology
  • Leanne Crosswell Queensland University of Technology
  • Andrew Gibson Queensland University of Technology

Abstract

This paper explores methodological turning points in researching narratives of early career resilience mediated by the complexities of remote teaching. Innovative, flexible and discursive research design facilitated exploration of emerging narratives using digital technologies. Data were regularly interrogated with participant-researchers to reveal the undercurrents of imbued meaning. Dialogue with participant-researchers enhanced interpretations of data plots and text-based explanations of narrative turning points, providing valuable insights throughout analysis. Reflections on the affordances and tensions in this process illustrate the significance of innovation but also the complexities associated with online collaboration. Consequently, empowering the participant-researchers throughout the life of the research was critical in understanding their narratives of teaching. .

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Author Biographies

Chad Morrison, University of South Australia

Lecturer in Teacher Education, School of Education, University of South Australia

Jill Willis, Faculty of Education, Queensland University of Technology

Lecturer in Education, Faculty of Education

Leanne Crosswell, Queensland University of Technology

Senior Lecturer in Education, Faculty of Education

Andrew Gibson, Queensland University of Technology

PhD Candidate, Queensland University of Technology

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Published

2014-06-02

Issue

Section

Articles