Three-dimensional Narrative Space Research Articles

“I need to continually study and broaden my horizons”: a narrative inquiry of a novice teacher's induction experience in China

PurposeAlthough the importance of teacher induction is widely acknowledged, how teachers experience inductions, particularly those conducted in under-resourced areas, remains underexplored.Design/methodology/approachThis study narrates a novice teacher's induction experience in a Chinese high school, from the perspectives of professional capital and community, social realist theory, practice architecture and teacher agency. The participant, Ming, reflected on a broad array of formal and informal induction activities and participated during the induction period.FindingsThrough the three-dimensional narrative space, namely broadening, burrowing and storying and re-storying, five themes emerged from Ming's induction experience: (1) heightened awareness of the meaning of teaching, (2) interacting with various professional communities, (3) professional identity tension and development, (4) the discursive influence of various aspects of culture and (5) the influence on future professional development. Overall, this narrative study shows that teacher expertise and identity development play central roles in teacher induction, and context acts as an important mediating factor in teacher induction. These findings echo the importance of teachers' agency in inductions. The implications for facilitating novice teacher induction are also discussed.Originality/valueThis study contributes to a nuanced understanding of a novice teacher's induction experience in China from the perspectives of practice architectures, professional capital and professional community. The conclusion highlights the importance of professional capital and agency during Ming's induction period. This paper unpacks the complexity of teacher induction by revealing new ways of thinking about induction.

여성 자살생존자의 삶에 대한 내러티브 연구

Objectives This study aims to understand the lives of suicide survivors through research and to present practical measures that can be applied in counseling psychology.
 Methods The researcher approached through a narrative inquiry method. Narrative inquiry was carried out in the order of research design, entering the research site, text composition at the research site, composition of the research text from the field text, and writing the research text. The text was constructed by conducting five in-depth interviews with the study participants, and the stories of the study participants were interpreted and analyzed in the three-dimensional narrative space (time, spatiality, and sociality) presented by Clandinin and Connelly.
 Results In terms of time, the themes of childhood when she was born as the third daughters of rich daughter family and spent her life in fear of being abandoned, involuntary work life shackled by Big Mother, meeting an adoptee and breaking fantasy while living abroad at the invitation of her sister, maladjustment of a black-haired husband, and suicide of husband and forming a new family were appeared. In terms of spatiality, the themes appeared as Cinderella’s prison, where dreams were reserved, a gloomy world as a lonely alien, family violence in a symbolic violence society, and exposure to violence of gaze. In terms of sociality, the themes of heteronomy using obedience as the rule’s of conduct in life, reservation of self-rights into solidified habit, self-returning of criticism, daughter as a purpose of life, not a daughter, and reconstruction of memory as co-victim and discovery of a path to revival were appeared.
 Conclusions Based on the results the researcher discussed social prejudice and criticism experienced by the narrator, excessive guilt and shame, and harsh cultural violence against suicide survivors, especially female spouses and proposed a suggestion that support the recovery of suicide survivors and their lives in terms of counseling based on the discussion.

비정규직 상담자의 경험에 대한 내러티브 탐구

The purpose of this study is to explore how employment patterns affect the counselor’s life, and how the counselor overcomes the difficulties of job instability and burn-out and seeks growth as a counselor. For this purpose, the narrative method of Clandinin and Connelly(2000) was used and the data were analyzed with the three-dimensional narrative space which means time, sociality and place in mind. As a research participant, a counselor was selected worked a total of six as irregular counselor after obtaining a certificate, and reported that such work experience was an important event in her lives. As a result of the study, the participant have experienced pain and exhaustion due to employment anxiety and low social awareness, but have not neglected her own efforts to continue to grow as experts. In the process, she has experienced awareness and solidarity of herself and the entire counseling community. The meaning of working experience as a irregular counselor was ‘‘I’ who lived very hard’, ‘‘I’ who had nothing left but a resume’, ‘‘I’ who could not give up counseling despite it’, ‘underage expert, cheap contract counselor ‘We’’. Based on the results of this study, the work experience as a irregular counselor was discussed in terms of personal, practical, and social legitimacy, and the significance of the study and the follow-up study were suggested. In particular, this study is valuable in that it provides implications for improving the current status of the counselor’s employment environment by examining in depth based on the actual life of counselors

Parents' experiences of caring for preterm infants after discharge with grandmothers as their main support.

To explore parents of preterm infants' experiences of caring for their preterm infants with the grandmother as their primary support after discharge. Preterm delivery is the major cause of high neonatal mortality in sub-Saharan Africa. There is poor neonatal health outcome in the Ghanaian community with some illnesses culturally classified as not-for-hospital. In the community, grandmothers or older women provide support for new parents and decide treatment options for sick infants. However, there is paucity of research on how parents of preterm infants experience this support in the Ghanaian community. Qualitative narrative inquiry methodology was used. Face-to-face interviews using semi-structured interview guide were used to collect data from 21 mothers and nine fathers. Participant observation and field notes were used to complement interview data. Thematic content analysis of data within the three-dimensional narrative space was employed. Analysis focussed on the relationship of time, place, person and cultural practices affecting the care of preterm infants in the community. Three themes emerged from the data, namely (i) Grandmother's prescriptions, (ii) Fighting for the well-being of the infant and (iii) Being in a confused state. Cultural practices mainly initiated by grandmothers resulted in adverse health problems for preterm infants and disruption in parents' mental health. As grandmothers perform their traditional role of supporting new parents to care for preterm infants after discharge, they give both positive and negative advice which can adversely affect the health of vulnerable preterm infants in the community. Grandmothers are the main support providers of parents of preterm infants after neonatal unit discharge. Nurses should identify and include grandmothers in predischarge education in order to equip them to render appropriate support to parents and preterm infants.

Us & Them? Entering a three-dimensional narrative inquiry space with white pre-service teachers to explore race, racism, and anti-racism

In this article, two white teacher educators illustrate entering into a three-dimensional narrative space with a white pre-service teacher. The authors explore how their histories have led them to practice teacher education pedagogies that are rooted in ideas of social justice and critical race theory. In order to support the goals and aims of social justice and critical race teaching, teacher educators must be willing to be ‘part of the parade’ of teacher education with pre-service teachers, sharing their stories of racialized experiences alongside the stories of white pre-service teachers. As a result of entering a three-dimensional narrative space with white pre-service teachers, the authors encourage teacher educators to become more cognizant of their roles in shaping pre-service teachers’ understandings of race and racism. To do so, teacher educators must assume a narrative inquiry stance in their teaching.