Please use this identifier to cite or link to this item: http://hdl.handle.net/2381/35956
Title: Building bridges: the use of reflective oral diaries as a qualitative research tool
Authors: Hewitt, Elizabeth
First Published: 24-Nov-2015
Publisher: Taylor & Francis
Citation: International Journal of Research and Method in Education, 2015 (Online first)
Abstract: The article is a reflection on the use of an oral diary as a qualitative research tool, the role that it played during fieldwork and the methodological issues that emerged. It draws on a small-scale empirical study into primary school teachers' use of group discussion, during which oral diaries were used to explore and document teacher reflective thinking across time. The paper considers the design of the oral diary tool in this context and how its use created both a window on the developing construction of teachers' ideas about their practice of using group discussion in science and also a space to explore emerging analytical themes. The way in which the regular routine of the oral diary entries helped to make connections between the researcher and the participant and nurture fieldwork relationships is discussed in addition to the limitations of this specific research tool.
DOI Link: 10.1080/1743727X.2015.1114601
ISSN: 1743-727X
eISSN: 1743-7288
Links: http://www.tandfonline.com/doi/abs/10.1080/1743727X.2015.1114601
http://hdl.handle.net/2381/35956
Embargo on file until: 20-May-2017
Version: Post-print
Status: Peer-reviewed
Type: Journal Article
Rights: Copyright © 2015, Taylor & Francis. This is an Accepted Manuscript of an article published by Taylor & Francis in International Journal of Research & Method in Education on 20 November 2015, available online: doi: 10.1080/1743727X.2015.1114601
Description: The file associated with this record is under an 18-month embargo from publication in accordance with the publisher's self-archiving policy, available at http://authorservices.taylorandfrancis.com/sharing-your-work/. The full text may be available through the publisher links provided above.
Appears in Collections:Published Articles, School of Education

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