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 language | English |
|---|---|
| Pages (from-to) | 5-28 |
| Journal | Teacher Education Quarterly |
| Volume | 35 |
| Issue number | 2 |
| Publication status | Published - 2008 |
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