ucation research paradigm challenged and supported me to investigate knowledge and realities about early years’ teaching in the UK in interviewing a retired teacher. Inevitably, this kind of research is iterative in nature with inextricable linkage between practice and research and evolving continuously. Therefore, through an exploration of the retired early years’ teacher practice, her social locations, subject positions, personal experiences, and interpretations will be examined via her voice (Cahnmann-Taylor & Siegesmund, 2013: p29).
Using a range of appropriate literature, I will justify the need for a personal reflective narrative inquiry of a former teacher in the UK Pre-school education sector, which should elicit information about how she reminisces on her work as an early years’ teacher. It is expected that I will elicit information on the interactions that she had with pre-school children aged between three and four years as she nurtured and cared for them prior to retiring from her position some time back. I will specifically identify how I engaged in the narrative inquiry, identifying details on the participants, ethical considerations encountered during the study, my reflexivity process, the data collection process, and its analysis. Moreover, I will also present a discussion of the findings.
Arts based education research is a method of research that aims to use arts-based concepts, practice, and techniques in understanding education. Normally, practitioners utilize various arts-based methodologies in conducting their research, as well as communicating their findings, through genres as diverse as visual arts, poetry, performance, music, dance, and narrative (Loh, 2013: p8). I used the latter genre in conducting my arts-based education research. Narrative arts-based education research, which I will refer to as NABER from this point, is based firmly on the premise that we understand and attach meaning to our experiences through stories. As a type ...Show more