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Strength, Sharing and Service: restorying and the legitimation of research texts

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This article uses data from a longitudinal qualitative research project exploring the experiences of elementary teachers as they both learnt and taught science in the transition from a pre-service to an in-service situation. Interviews, journal entries and observations were the original data sources from which case studies were derived by narrative analysis. The material used in this article concerns a single participant. The purpose is to examine a narrative device, restorying, and explore its usefulness as a way of enhancing legitimation in narrative inquiry. Three sets of criteria for legitimation of qualitative studies are suggested; a set that requires research to be conducted in ways that provide evidence of thoroughness and fairness; a set that allows the reader to experience vicariously the world of the participants; and a set concerned with the ways in which education is enhanced for researcher, participants and reader. The authors suggest that a single text cannot fully satisfy all of these criteria sets but that by using multiple tellings or restorying, the legitimation of findings in qualitative research can be enhanced.
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Document Type: Research Article

Affiliations: Australian Catholic University, Australia Curtin University of Technology, Australia

Publication date: 2003-02-01

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