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.
teaching, narrative, interviewing, learning, qualitative inquiry
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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