Conversations with Teachers: some aspects of life‐history method

Abstract

Life histories have much to offer educational research. The paper seeks to illustrate, through a consideration of the central life‐history method of ‘conversations', the possibilities for teacher involvement and for educational theory. A strong relationship between researcher and teacher, in which both identify with the research, is essential, and especial consideration, therefore, has to be given to the negotiation of access. Life histories have a strong affinity with ethnography, following many of the same principles, but they can enhance ethnography by adding historical and subjective depth. Accounts are validated through a variety of means, including alternative viewpoints and documentary evidence. The structure of a range of conversations is discussed, and the central techniques examined. Finally, analysis is traced from the initial distillation of material, through ‘secondary’ analysis to ‘formal theory’. Throughout, teacher and researcher work closely together, and the eventual ‘findings' are a product of the interaction between them.