Life history and collective memory as methodological strategies: Studying teacher professionalism

Ivor GOODSON, Pik Lin Jocelyn CHOI

Research output: Contribution to journalArticle

Abstract

Documentary analysis, which involved a number of widely representative policy documents related to teaching and school education in Hong Kong, was conducted to identify the public discourses on teacher professionalism (Council on Professional Conduct in Education, 1995; Education Commission, 1992; Education Commission, 1996; Education Commission, 1997; Education Commission, 2000; Education Department, 1997; Education Department, 1998). A great difference between the combined method and other positivist study methods, is that while typologies such as the 'Teacher Professionalism of The Suffering' emerge through the process of translation, the rich description of collective life stories in collective contexts still allows vivid portrayal of individual life histories in a holistic context. Copyright © 2008 Teacher Education Quarterly.
Original languageEnglish
Pages (from-to)5-28
JournalTeacher Education Quarterly
Volume35
Issue number2
Publication statusPublished - 2008

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collective memory
teacher
education
school education
professionalism
Hong Kong
typology
discourse
Teaching

Citation

Goodson, I., & Choi, P. L. (2008). Life history and collective memory as methodological strategies: Studying teacher professionalism. Teacher Education Quarterly, 35(2), 5-28.

Keywords

  • Models
  • Teaching
  • Social psychology
  • Quality of education
  • Qualitative research
  • Methods
  • Memory
  • Data analysis
  • Comparative studies
  • Socialization