Teaching Narrative Interviewing: Reflecting, Narrating, and Becoming-In-Action

Authors

Brett H. Bodily, Dallas CollegeFollow
Sherri R. Colby, Texas A&M University-CommerceFollow

Abstract

Qualitative inquiry teachers often seek powerful pedagogies to improve their students’ understandings. Using our experience leading a doctoral workshop, we share our method for teaching narrative interviewing using Schön’s (1983) “reflection-in-action,” meaning teachers and students reflect in the moment. We also root our pedagogy in Jerome Bruner’s (1986, 1990) narrative as a mode of thinking and a mode of being, a philosophy exploring the ways learners story their own and others’ lives. Describing our doctoral workshop, we highlight Laura, a recent graduate, narrating and becoming a qualitative inquirer. We conclude with a sample teaching lesson, designed to enhance students’ reflective research practices.

Keywords

teaching, narrative, interviewing, learning, qualitative inquiry

Author Bio(s)

Brett currently teaches writing and literary studies at Dallas College. He seeks to understand the human condition through qualitative inquiry, particularly studying narratives of adult learners. His personal interests include homesteading, yoga, arts, and photography. Please direct correspondence to brettbodily@gmail.com.

Sherri currently teaches courses in curriculum, instruction, social studies, and qualitative methods at Texas A&M University-Commerce. She brings light into the world through qualitative inquiry, biography, and mentoring. She is passionate about baking all things chocolate. Please direct correspondence to Sherri.Colby@tamuc.edu.

Publication Date

2-11-2023

Creative Commons License

This work is licensed under a Creative Commons Attribution-Noncommercial-Share Alike 4.0 International License.

DOI

10.46743/2160-3715/2023.5547

Recommended APA Citation

Bodily, B. H., & Colby, S. R. (2023). Teaching Narrative Interviewing: Reflecting, Narrating, and Becoming-In-Action. The Qualitative Report, 28(2), 544-555. https://doi.org/10.46743/2160-3715/2023.5547

ORCID ID

0000-0002-8072-533X