Abstract
This paper introduces the research design of a life history study on the relationship between teacher role management strategies, teacher identities and teacher commitment. It illustrates how interview-conversations and documentary analysis, which are two important strategies for life history and memory work, are used to solicit personal and contextual data for the understanding of teachers and their professional lives, both as individuals and collective groups. The possibilities and challenges related to the use of interview-conversations and documentary analysis to explore the relationships between the collective socio-historical structure and individuals’ biographies are discussed.
| Original language | English |
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| Publication status | Published - Nov 2006 |
| Event | The Asia-Pacific Educational Research Association (APERA) International Conference 2006: Educational Research, Policy and Practice in an Era of Globalization = 亞太教育研究學會國際研討會2006：全球化中的教育研究、政策與實踐 - The Hong Kong Institute of Education, Hong Kong Duration: 28 Nov 2006 → 30 Nov 2006 |
Conference
| Conference | The Asia-Pacific Educational Research Association (APERA) International Conference 2006: Educational Research, Policy and Practice in an Era of Globalization = 亞太教育研究學會國際研討會2006：全球化中的教育研究、政策與實踐 |
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| Abbreviated title | APERA 2006 |
| Country/Territory | Hong Kong |
| Period | 28/11/06 → 30/11/06 |
Citation
Choi, P. L. J., & Tang, S. Y. F. (2006, November). Strategies of studying subjective experiences in the genealogies of context. Life history and memory work as methodological approaches to the understanding of teachers and teaching. Symposium conducted at the Asia-Pacific Educational Research Association (APERA) International Conference 2006: Educational Research, Policy and Practice in an Era of Globalization, The Hong Kong Institute of Education, China.Keywords
- Teacher Education
- Teacher Education and Professional Development