Narrative Inquiry and

Teachers Identity:
Ideas for Researchers
Nur Arifah Drajati
Universitas Sebelas Maret-Indonesia
TEFLIN-British Council 27 June 2020
 • Researchers:
We may have some difficulties in
conducting research but we cannot
stop because of the pandemic
Covid 19 • University students:
Pandemic Research report for university students
• Teachers:
Teachers as researchers may do
reflection in their virtual classrooms,
before-today-plan for future
Back to our own experience, what we are
doing now and having insight in the future

When we
When we
started to do
started to
teaching
learn English
practicum

When we
started to When we are
teach and now as an
become a experience
novice teacher
teachers
Narrative
SELF EMOTION DISCOURSE
Inquiry and
Teachers
Identity
Beauchamp and
Thomas (2009)

NARRATIVE AGENCY
Topics
• language learning include learning strategies (He, 2002; Malcolm, 2004),
• motivation (Lim, 2002; Shoaib and Dörnyei, 2004),
• persistence (Cotterall, 2004; Sataporn and Lamb, 2004; Shedivy, 2004;
Umino, 2004),
• Individual difference (Chik, 2007),
• learning with technology(Chik and Breidbach, 2011a, 2011b).
• language policy (Lam, 2002),
• experiences of emigration and transplantation (Block, 2002; Kanno, 2000,
2003; Kouritzin, 2000c; Pavlenko, 1998, 2001a, 2001b),
• language loss (Hinton, 2001).
• Sensory engagement and embodied experience (Hackett, 2016)
 • Oral Narratives
Semi-structured Interviews
Open Interview

Getting the data • Written Narratives

Learner Diaries
Language Learning Histories
Preservice Teachers-Teacher Narratives
Preservice Teachers-Teacher and
Learner Narrative Frames
STORY-Story-story
(Barkhuizen, 2019)

autobiography (big stories)

conversation (small stories)

interview data (short stories)

 Observe from
phenomenon

Narrative Participation-Interaction-
Inquiry Engagement

Puzzle pieces becoming a

story and meaning-making
7th
semester
student

Insternship
for 2
months

Trying to
implement
TPACK
framework
in the
lesson plan
 • The student use diary as the main data
and lesson plan for additional data.

• Critical incident when she realized that

The past internship in the school is not easy as
experience she imagined before
as reflection
• The past as reflection and it is not only
beneficial for the student, but also for
institution how to prepare preservice
teachers to teach at school
Informal Learning from Social Media
The experience is the story for others
• The researcher is a narrator for the other stories in using social media
for communication
• There are stories that chatting in social media can motivate students
to communicate and learn language better
• Interview with their friends who have very active in social media
• The researcher also uses pictures to support the research as the
artefact (with permission from the participants)
Reading
Stories for
Children
Multimodal
Narratives
Experience as the stories for future
• Graduate student and also a mother as a researcher
• A mother has thousands stories with their children
• Portray for other parents how to activate themselves as storyteller for
their children
• The story tells how the engagement happened between a mother and
her child mediated by retelling stories
• It has impacts not only for the mother and the child but also gives
impacts to society (how to retell stories, how to choose story books,
and how to motivate mother to retell the stories)
 Who:
as language learner
their friends
their family
their past teachers

When:
Before covid 19
The Ideas Today’s learning (at home, e learning, learning
with parents, learning in remote areas)
Future: post-pandemic

Where:
At school
At home
At office
Other places
 Thank you
Nur Arifah Drajati
Nurarifah_drajati@staff.uns.ac.id