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Abstract
During the past decade, there has been an increasing interest in the use of life history and narrative approaches to study teacher thinking and teacher development. Unlike other forms of educational research, in which relationships between researchers and participants are characterized by business-like transactions that rarely extend into the realm of the personal, life history and narrative research can involve relationships that are personal and complex. Such research can also generate massive amounts of data--in the form of field notes, interview transcripts, and other documents--which are very difficult to synthesize. This article presents some of the methodological and ethical issues encountered by the author during a five-year life history study of an experienced urban high school English teacher.
Keywords
Life History, Research Ethics, Teacher Research, Teacher Thinking, and Methodology
Publication Date
12-8-2002
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-Share Alike 4.0 International License.
DOI
10.46743/2160-3715/2002.1969
Recommended APA Citation
Muchmore, J. A. (2002). Methods and Ethics in a Life History Study of Teacher Thinking. The Qualitative Report, 7(4), 1-19. https://doi.org/10.46743/2160-3715/2002.1969
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Quantitative, Qualitative, Comparative, and Historical Methodologies Commons, Social Statistics Commons
