Narrative Inquiry Research Articles

Understanding coaches’ perspectives on building trust in sport: a narrative inquiry approach

ABSTRACT Quality relationships between coaches and their team members play an important role in promoting individual and team-level outcomes. Trust has been identified as a key feature of these quality relationships, yet little research exists examining how these trusting relationships can be built. By adopting a narrative inquiry approach, we sought to elicit coaches’ stories on their (a) perceived approaches to building trust with team members (i.e. coaching staff, athletes) and (b) life experiences that shaped their approaches. We recruited 18 Canadian interuniversity coaches who engaged in semi-structured interviews which we analysed using a two-phase storyanalyst approach (thematic narrative analysis and holistic-form structural). From these conversations, we found that coaches drew from one of two context-situated narratives with regard to initial trust development: ‘It needs to be given’ and ‘It needs to be earned’. When sharing stories about trust maintenance, however, all coaches drew upon a third context-situated narrative: ‘It needs give and take’. Coaches’ stories were then situated within higher-order narrative types (e.g. performance, stability). Altogether, our findings illuminate the personal and social complexities of building trust from the coach perspective, while reinforcing the importance of developing trusting relationships within sport teams.

Exploring the Relational Commitments of Negotiating Narrative Accounts in Narrative Inquiry

The purpose of this article is to discuss and make clear the methodological commitments of co-composing and negotiating narrative accounts in narrative inquiry. The negotiation of interim texts is a widely used practice across a range of methodologies and paradigms (i.e., member checking, member validation, member reflections, and narrative accounting), yet there is little discussion on the varied philosophical underpinnings that shape the meaning and purpose of negotiating interim texts with participants. By drawing on the authors experiences of negotiating narrative accounts across projects this article will clarify the relational commitments that underpin this aspect of narrative inquiry as a move toward mutuality, co-composition, friendship, and ongoing attentiveness ordinary lived experience.

‘I thought I was a refugee’: a narrative inquiry of an EFL teacher’s piloting of a newly published textbook

ABSTRACT Textbooks hold a central position in English Language Teaching (ELT), providing linguistic, sociolinguistic, and cultural resources embedded within specific pedagogical frameworks. Despite its centrality, the end-users’ engagement in textbook development remains vague and untouched. Situated within a textbook development project, this longitudinal study attempts to delineate an experienced English-as-a-foreign-language (EFL) teacher’s piloting of a newly published textbook in tertiary education in China. Drawing on data from semi-structured interviews, field observations, classroom observations, and documents spanning over one year, the narrative inquiry traces and depicts the participant’s transition from ‘groping in the darkness’ to ‘seeing a silver lining in the cloud’, which is fluctuated with the participant’s analysis, adaptation, evaluation, and appropriation of the material, highlighted with her re-interpretation of the textbook rationales and re-construction of the personal pedagogical approach in a context-response manner. Facing the challenges and pressures during the textbook piloting project, the teacher’s continuous self-reflection and perseverance are the fundamental driving forces to customize the materials. Furthermore, the flexibility of the textbook content and the support from the editorial team do play essential roles in the piloting project. Through deciphering the rocks and roses in a teacher’s first encounter with a newly published textbook, the study provides practical insights for textbook publishers, textbook writers, language teachers and teacher educators regarding both textbook development and professional development.

Exploring the connections: Elementary teachers’ narratives of Mexican deaf children’s play behaviours, social interactions, and communication development

ABSTRACT This study explores the experiences and perspectives of eight elementary teachers regarding the play behaviours of deaf children in their classrooms in Mexico City. Through a narrative inquiry design, this research comprehensively explains teachers’ insights and observations on social interactions and communication development among deaf children. The findings indicate patterns in social interactions related to play behaviours, language development through imitation, and communication variations contingent on proficiency in Lengua de Señas Mexicana (LSM). The study emphasises the necessity of creating inclusive educational environments and providing appropriate support for the communication development of deaf children. Employing a qualitative research approach, this study involves in-depth interviews with Deaf elementary school teachers with experience working with deaf children. This study aims to elucidate teachers’ perceptions and interpretations of language acquisition and play behaviours concerning social interactions and communication development by analysing their narratives. Three key dimensions emerged from the narratives: linguistic proficiency, play behaviours, and social engagement, which intersect and influence each other. The findings hold significant implications for educators, policymakers, and parents, offering valuable insights that can inform the development of more effective instructional strategies and support systems tailored to the unique needs of deaf children in educational settings.

Flipped Learning with Generative Artificial Intelligence

This study explores the complex process of integrating generative artificial intelligence (GenAI) into a flipped classroom. Employing Clandinin and Connelly’s (2000) narrative inquiry framework, the study collected data from class observations and semi-structured interviews with a lecturer and six English-majored undergraduates before, during, and at the end of a 15-week British Literature course. Bhattacharya’s (2017) inductive analysis model was used to inform the thematic narrative sub-approach. The findings revealed both challenges and benefits associated with using GenAI for flipped learning while highlighting its impact on students’ self-regulated learning and teacher self-efficacy. This presentation retells stories from the participants’ lived experiences in a GenAI-enabled and flipped classroom. Exemplary learning resources are showcased to demonstrate how GenAI tools can effectively and efficiently facilitate flipped learning. The insights gained from this study contribute to a deeper understanding of the potential of GenAI in transforming educational practices and enhancing the flipped learning experience.

Critical roles of leadership and management to the suffocation of tertiary education sector during the Covid-19 pandemic: A critique of human migration

This research explores the coping mechanisms of the tertiary education sector during the Covid-19 pandemic from the point of view of the restricted human migration. The research is conceptual and empirical in nature within the qualitative research paradigm. Interviewing technique and narrative enquiry were employed to generate data pertaining to the restricted human mobility during the Covid-19 pandemic. Out of the population of 25 public higher education institutions, in South Africa, only 2 were conveniently sampled for intensive study on restricted human migration of their employees during the Covid-19 lockdown. This paper is therefore, a case study of 2 public higher education institutions. Research findings revealed that firstly, organisational efficacy took a nosedive during the Covid-19 pandemic. Secondly, there was a controversy of the mandatory immunizations within the migrants. Thirdly, the application of migration segregation aggravated the state of affairs. Fourthly, inhibition of the already planned face-to-face conference attendance crippled the education sector. Lastly, compromising of quality assessment practices particularly at institutions of higher learning was a disservice and disruptions to the education sector. Exemption of the education sector from the suffocation of restrictive health protocols in case of similar Covid-19 pandemics in future is recommended.

Exploring Spiritual Care Competency in Palliative Medicine: A Narrative Inquiry of Physician Care Notes on Spiritual Distress.

Background: Spiritual care is a critical component of hospice and palliative medicine; however, physicians frequently lack the necessary competencies to adequately address patients' spiritual needs. This study aims to examine the spiritual care competencies of physicians as reflected in their care notes, thereby providing insights into their approaches for managing spiritual distress. Methods: A narrative inquiry approach was employed to qualitatively analyze interaction notes from 30 palliative care patients experiencing spiritual distress. Data were collected from a medical university professor's care notes between April 2019 and February 2024. Results: The most common form of spiritual distress observed was reluctance to leave life, followed by loss of dignity. Physicians demonstrated expertise in holistic care, addressing physical, psychological, and spiritual needs with a comprehensive approach. Their demeanor reflects acceptance of mortality and acknowledgment of the limitations of medical care, helping foster gratitude and contentment in patients. Effective communication was pivotal, involving the conveyance of information, empathetic engagement, and active listening. Compassionate interactions emphasized the importance of spiritual care in patient-centered care delivery. Conclusions: Spiritual care competencies are essential for improving patient outcomes and advancing comprehensive palliative care. Future efforts should integrate these competencies into communication training within medical education to more effectively enhance health care providers' competencies.

Partnering with Communities to Understand Social Determinants of Health (SDoH) Impacts on Access to Shared Micromobility

This study explored the facilitators and barriers of community bike share use in a mid-sized city with high incidence of poverty and racial diversity using a community-based participatory action research (CBPAR) photovoice framework with the Stanford Our Voice (OV) Discovery Tool digital application. Community members participated in one of three community citizen science walks with follow up focus groups facilitated by osteopathic medical student researcher to address “What makes it easy or hard to ride a bike using the bike share?” Twenty-seven diverse community members partnered with four osteopathic medical students exploring vulnerable individuals’ lived experiences, beliefs/understanding of the Social Determinants of Health (SDoH) and access to the bike share program. A total of 322 photos and narrative comments from citizen science walk audits developed deductive themes and follow up focus groups informed inductive themes. Themes addressed challenges to access, maintenance, safety in bike transit, comfort, and environment that create barriers to use and increase inequities for lower income and historically underrepresented communities. The use of OV provided photograph, narrative, and geocoded photo location. This novel approach served as an effective tool for community action with city decision makers. The narrative research identified the impact of the barriers, and the photographs and geocoding provided clear descriptions for locations to prioritize change by adding street signs for access and safety, fixing road safety issues or bike maintenance concerns. It actively engaged the community with the city to drive discussions and plans for change in repair systems and infrastructure that also addressed equity and acknowledged the SDoH supporting residents in lower income or historically underrepresented communities. Citizen science engaged community voices, supporting change in city policies and transportation initiatives to support the sustainability of the bike share program.

Narrative Coherence and Relational Agency: Unraveling Transitions Into and Out of Alberta Correctional Facilities for People Living With HIV.

Incarcerated populations in Canada face significant health and social challenges during transitions into and out of correctional facilities. These transitions around facilities pose disproportionate barriers to care for people living with HIV. Further research is crucial to comprehend these challenges and reimagine care concepts for people who experience structural marginalization. In this article, experiences of transitions into and out of Alberta correctional facilities for people living with HIV are explored using narrative inquiry. Conducted in a Western Canadian city from 2021 to 2022, the inquiry revolved around two men living with HIV and a history of incarceration. Through co-creating field texts and narrative accounts, their unique experiences of transitions were explored through a collaborative process of analysis. Narrative threads from Bruce and Kyle showcased a lack of narrative coherence and the presence of tensions in their lives, while also emphasizing relational agency. The findings provide avenues for health, social, and justice practitioners who support and care for individuals living with HIV and a history of incarceration to think differently about transitions. By highlighting the importance of attending to the unique identities of individuals and relationships from a position of relational agency, the study advances our understanding of transitions. Recommendations for practice and policy include (a) fostering relational agency among practitioners; (b) challenging conventional views of transitions around correctional settings; (c) incorporating peer-based programming into support services; and (d) reconsidering health, justice, and social systems to better support communities disproportionately affected by high rates of incarceration and HIV.

Development and Validation of the Narrative Identity Self-Evaluation Scale (NISE)

In narrative identity research, variables are typically captured through detailed content-coding of personal narratives. Yet, alternative methods have been suggested, notably self-report scales, because they capture a participant’s own interpretation of their personal narratives, and because they are efficient to administer as a supplement to more labor-intensive coding methods. This study developed and validated the Narrative Identity Self-Evaluation (NISE) questionnaire. In Study 1, the questionnaire was developed through exploratory factor analysis (n = 425) and its criterion validity examined. In Study 2, the NISE factor structure and criterion relationships were confirmed (n = 304). In Study 3 (based on the same sample as Study 1), content-coding of 11 narrative identity characteristics in open-ended personal story accounts was conducted, and NISE scores were compared to corresponding content-coded variables. The 20-item NISE has three factors replicating common dimensions in narrative identity (autobiographical reasoning, desire for structure, positive motivational/affective themes) and a novel fourth factor capturing disturbances of narrative identity. The NISE correlated in theoretically-coherent ways with content coded narrative identity variables, self-report traits, and measures relevant for narrative identity, self-concept, well-being, and psychopathology. We discuss the scale’s advantages in complementing content-coding of narrative accounts to assess variation in narrative identity within both clinical and non-clinical populations.

The multiple affordances of micro-credentials – turning potential into possibility

PurposeThe study aims to consider the multiple affordances of micro-credentials as a means of creating agency and making a positive contribution to the human experience, through the voices of practitioners and stakeholders.Design/methodology/approachMultiple case study, narrative inquiry, using Reflexive Thematic Analysis to identify themes was the approach used. Qualitative Descriptive Research is employed to present and analyse the re-told tales.FindingsMicro-credentials possess numerous characteristics which coalesce to create multiple affordances, which are identified as follows: Micro-credentials as: Urgent and Emergent, Critical and Transformative, Promoting Equity, Access and Participation, and Servicing Traditional Qualifications. These concomitant multiple affordances possess the core affordance of micro-credentials making a difference to the lives of learners. The more powerful affordances a micro-credential has, the more powerful it is and the greater the difference it can make to the human experience.Research limitations/implicationsPractitioners will arguably do well to consider these multiple affordances in the future development of micro-credentials. Equally, those working in urgent or emergent spaces, in critical or transformative areas of practice, those engaged in a social justice environment or in the re-development of curricula, would do well to consider micro-credentials as a means of creating agency in the development and recognition of knowledge and skills. This study has focused on the voices of practitioners and their storied professional lives. However, the learner voice is limited to one and the employer voice is absent. Future research will benefit from a consideration of the employer voice in the development of micro-credentials as well as the voice of the end user, the learner.Practical implicationsIt is hoped the study will assist practitioners in the judicious development of micro-credentials that possess agency and make a positive contribution to the human experience.Social implicationsIt is hoped the study will shed light on how micro-credentials can afford equity, access and participation to priority learners, and to all learners, in the development of cognitively manageable, affordable, time-achievable micro-credentials, that enable learners to see success quickly, whereby encouraging them to further their life-long and life-wide learning journeys.Originality/valueThis study unusually gives voice to practitioners and other stakeholders in the micro-credentials arena. Most studies to date have focused on the potential of micro-credentials. This study considers their actuality and new ways of ‘doing' micro-credentialing based on the voices of experience.

Beyond "post," "traumatic," "growth," and prediction in research on posttraumatic growth.

Thirty years after the introduction of posttraumatic growth (PTG), research on the concept has expanded dramatically. Novel theoretical perspectives included in this special issue, however, demonstrate that nearly every element of PTG requires revision. "Post" implies a definitive before and after adversity that simply does not exist, either empirically or in the everyday navigation of adversity, especially for marginalized people. "Trauma" is appropriately scaled to the gravity of some forms of adversity, yet the term is often overly pathologizing or flattening of individual experience. And "growth" is often misleading, difficult to operationalize, and always value-laden. Studying PTG requires grappling with these claims in a way that can inspire pessimism. What is left in PTG after we question the P, T, and G? In asking this question, we ultimately encounter the limits of empiricism. Drawing insights from contemporary research in lifespan development, we suggest that it may be impossible to prospectively predict, using individual-level variables, how people grapple with adversity and develop after it. There are limits to our understanding of PTG that may simply be insurmountable. But complementary perspectives in narrative research, especially those espoused in this issue, as well as in the humanities and the arts, offer a way forward. Retrospectively understanding adverse events and taking an idiographic and qualitative perspective on the ways in which people navigate them can both humanize and bolster inclusivity in PTG research. We conclude by suggesting a period of enhanced divergent exploration, one that embraces disciplinary humility and epistemological and methodological pluralism to further understand PTG. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

Using photovoice to investigate patient experiences of lupus nephritis in Canada

ObjectiveLupus nephritis (LN) is a major cause of morbidity and mortality, affecting up to 60% of patients with systemic lupus erythematosus (SLE). The perspectives of patients with SLE have been...

Mother-Coaches’ Experiences of Policy and Programs: “Whoever Wrote This Policy Doesn’t Understand What It Means to Be a Mom”

In this paper, we explore the lived experiences of mother-coaches who, while coaching, navigate policy and programs aimed at promoting gender equity. Specifically, this study took place within the context of an amateur national, 10-day multisport games event in Canada. Using critical feminist narrative inquiry, 14 mother-coaches (apprentice, assistant, or head coach), representing eight different provinces, and 10 different sports, participated in this study. Three themes were constructed that call attention to the Canadian sport system broadly, as well as the 10-day multisport games event specifically: (a) performative policies and gendered assumptions, (b) programs that are band-aids for a “shitty culture,” and (c) a pathway to nowhere for mother-coaches. The findings complicate the hegemonic work–family conflict narrative, suggesting that mother-coaches’ advancement, opportunities, and quality experiences are impacted by the current heteropatriarchal culture and structure of sport that these programs and policy are rooted in.

Spiritual and Emotional Care Among Clergy as First Responder-Victims in Puerto Rico: A Longitudinal Qualitative Study.

A longitudinal qualitative study was conducted to explore the experiences of church leaders (10 priests, pastors, and pastors' wives) who provided disaster spiritual/emotional care (DSEC) to the island of Puerto Rico during a period of intense and repeated crises from 2017 to 2022. Utilizing a narrative inquiry approach, 18 in-depth interviews were conducted and analyzed. Findings indicated that the participants engaged in psychological, social, and religious coping strategies to actively cope with the stress and trauma of being first responder rescuer/victims. Regional, cultural and contextual factors are considered in an effort to understand and enhance services to populations where disaster is the new normal.

Drama-based pedagogy for preschoolers: A narrative inquiry of Nepali educators

Drama-based pedagogy for preschoolers: A narrative inquiry of Nepali educators

The Influence Experience of Family Strength on Career Calling Development in Early Adulthood

<p>本研究旨在探討家庭優勢對生涯召喚發展的影響經驗。以立意取樣方式邀請三位擁有生涯召喚經驗，並認為家庭在其生涯發展上帶來正向影響之成年前期者為研究參與者，以敘說研究方法進行分析。研究結果呈現三位參與者之生涯召喚發展歷程分別為：（一）我想要當助人者、拿到入場卷後的探索、在他人的期待中掙扎、沉澱後聽見信仰的指引；（二）把握接觸機會、工作室夢想的始末、失落與妥協、鼓起勇氣再次嘗試、不畏辛苦盡情享受；（三）和媽媽的共同興趣、如果不只是興趣呢、知道我不要什麼、知道我要什麼。家庭優勢經驗內涵有：工具性家庭優勢、代間性家庭優勢、關係性家庭優勢、手足關係性家庭優勢、家庭韌力、教育風格。以及家庭優勢對生涯召喚之影響：（一）家庭的開放，童年時期能接觸興趣、（二）家庭涵融衝突的發生，使之分化出自身信念、（三）家庭因召喚而改變，成為支持的養分。研究最後提出實務工作與未來研究方向建議，以利參考。</p> <p> </p><p>This study aimed to explore the effect of family strength on the career calling development. Using purposive sampling, three participants who have experienced career calling and perceive positive influences from their families on their career development in early adulthood were invited to participate. Narrative research methods were employed for analysis. </p> <p> The research findings present the career calling development journeys of the three participants as follows:(1) Aspiring to be a helper, exploring after receiving the ticket, struggling amidst others’ expectations, and hearing the guidance of faith after settling. (2) Seizing opportunities for engagement, the inception and conclusion of studio dreams, experiencing loss and compromise, gathering courage to attempt again, and enjoying hardships without fear. (3) Sharing common interests with mother, contemplating if it’s more than just an interest, knowing what I don’t want, and knowing what I want. The content of family strength experiences includes: instrumental family strength, intergenerational family strength, relational family strength, sibling relationship family strength, family resilience, and parenting style. Furthermore, the influence of family strength on career calling development: (1) the openness of family provide chance in childhood to know interest; (2) the containment of conflict in family helps young adult promote self-differentiation and self-understanding; (3) family would be changed by family member’s calling, shifting from opposition to support. At the end of the study, based on the research results, the researchers proposed some recommendations for practitioners and provided suggestions for future research.</p> <p> </p>

Multilingual Realities and English Teacher Construction in Indonesian Pesantren: A Narrative Inquiry

This study aimed to explore the construction of English teacher identity within the multilingual and religiously oriented environment of Indonesian pesantren through a narrative inquiry approach. Applying narrative inquiry, the study examined how teachers negotiate their religious and professional identities while balancing multiple language ideologies embodied in this educational context. Data were collected through in-depth semi-structured interviews and reflective journals, providing rich narratives of teachers' experiences, challenges, and strategies in navigating their roles. Three key themes emerged: balancing language ideologies, the interplay between religious and professional identities, and multilingual practices in the classroom. The findings reveal the dynamic, context-responsive nature of teacher identity development within pesantren, highlighting how educators align religious values with pedagogical goals. This study addresses a critical gap by focusing on identity formation in faith-based multilingual education settings, offering new insights beyond secular or formal institutions. The implications contribute to broader discussions on teacher identity, multilingual education, and the intersection of language, religion, and teaching practices.

자연생태 기반 STEAM 교육에서 유아가 경험한 행복의 의미

Objectives The purpose of this study is to examine the experiences of infants through natural ecology-based STEAM education using narrative inquiry, and to understand the meaning of happiness experienced by infants through natural ecology-based STEAM education. Methods A total of six children from 3-year-old K class at G daycare center located in I city, and three children and three girls were selected as participants in the study. Data collection will be conducted 30 times for 9 weeks from August 1, 2022 to September 30, 2022, before the interview on July 29, and after the interview on February 10, 2023 Field texts (interviews, field notes, research journals, observation data, memory boxes) were collected by data methods. Data analysis was Clandinin in accordance with the procedures of narrative exploration through participatory observation, a qualitative research method, from September 30, 2022 to October 30, 2023 & Connelly's five steps were analyzed in consideration of the narrative inquiry research procedure and the three-di-mensional inquiry space. Results Children's experiences in natural ecology-based STEAM education include ‘we (time) at a certain point’ and ‘me and you, I'll hit.’, ‘It appeared as a story (sociality)’ and ‘a place (place) where you’ and ‘I faced each other’, and it was experienced by young children through natural ecology-based STEAM education. The meaning of hap-piness was ‘Lalala heart! (positive/emotional)’, ‘one cross! (immersive/achievement)’, and ‘We fell in love! (relationship/meaning)’. Conclusions Based on the results of this study, we propose the development of STEAM education based on the natural ecology of infants and how the meaning of happiness experienced by infants in STEAM education should be fused with the 2019 revised Nuri curriculum and the center of play.

Exploring the Life Experiences of Living with Cardiac Arrhythmia Developed During Pregnancy.

Background: Approximately half of all women develop palpitations during pregnancy, with a quarter experiencing arrhythmias. While most presentations are benign, some cases can result in sudden cardiac death or serious symptom development. Considering such clinical presentation, healthcare providers must acquire knowledge in this area to provide comprehensive prenatal, perinatal, and postnatal care. However, no study could be located that focused on women's life experiences of such complications during or in the post-pregnancy period. Objectives: The study aims to share the results of a study that explored the life experience of one woman who developed non-sustained ventricular tachycardia during her third pregnancy that lasted into the postpartum period. Methods: Using narrative inquiry self-study methodology, a woman's experiences were explored to uncover the challenges she faced in coping with such complications during a period of transition for herself and her family. This methodology allowed for an in-depth understanding of how these complications could affect all aspects of her life. Results: Four narrative threads were produced: (1) diagnostic challenges and delayed recognition; (2) impact on maternal identity and family dynamics; (3) navigating healthcare systems and treatment decisions; and (4) long-term adaptation and resilience. Conclusions: The intention was to add to this topic area to ensure future researchers, current and future healthcare providers, and patients have literature they can refer to when studying, providing care for, or experiencing similar health complications. Acquiring this knowledge can aid healthcare professionals to ensure appropriate care is provided, risks are minimized, and their recovery is well supported.