Living graphs as a methodological tool representing landmarks in the professional development of teacher educators

Journal article

Griffiths, V., Hryniewicz, L. and Thompson, S. 2014. Living graphs as a methodological tool representing landmarks in the professional development of teacher educators. Teacher Education Advancement Network (TEAN) Journal. 6 (1), pp. 30-40.
AuthorsGriffiths, V., Hryniewicz, L. and Thompson, S.
Abstract

This article relates to the use of an innovative visual research method, living graphs, to capture and represent the life experiences of teacher educators in two universities in the UK. Six mid-career teacher educators from each university were asked to map their personal biographies, career landmarks, academic and research highs and lows, using a graphic format. This was then used as a basis for discussion and exploration in the interviews. Narrative analysis was used to examine the teacher educators’ accounts and themes were identified which related to professional and academic development. Living graphs were found to be a rich data source to identify and explore career landmarks: enhanced verbal input resulted from using graphics to represent highs and lows of experience, including the visual representation of emotion. This is a useful research tool but needs further clarification and guidelines for use.

KeywordsLiving graphs; Visual methods; Teacher educators; Professional development; Career landmarks
Year2014
JournalTeacher Education Advancement Network (TEAN) Journal
Journal citation6 (1), pp. 30-40
PublisherTeacher Education Advancement Network
ISSN2054-5266
Publication dates
Print01 Jan 2014
Publication process dates
Deposited27 May 2020
Accepted author manuscript
Output statusPublished
Permalink -

https://repository.canterbury.ac.uk/item/8v926/living-graphs-as-a-methodological-tool-representing-landmarks-in-the-professional-development-of-teacher-educators

Download files

Accepted author manuscript
Hryniewicz et al 2014 Living graphs TEAN 295.pdf

  • 72
    total views
  • 46
    total downloads
  • 2
    views this month
  • 0
    downloads this month

Export as

Related outputs

Primary English Teaching: Theory and Practice
Medwell, J., Wray, D., Minns, H., Griffiths, V. and Coates, L. 2024. Primary English Teaching: Theory and Practice. London Learning Matters/SAGE.
Primary English: Knowledge & Understanding
Medwell, J., Wray, D., Moore, G. and Griffiths, V. 2024. Primary English: Knowledge & Understanding. London Learning Matters/SAGE.
Policy - a divided context? Early childhood education and care in England
Holman, K. and Hryniewicz, L. 2020. Policy - a divided context? Early childhood education and care in England. in: Hryniewicz, L. and Luff, P. (ed.) Partnership with Parents in Early Childhood Settings: Insights from Five European Countries London Routledge.
Primary English: teaching theory and practice
Medwell, J., Wray, D., Minns, H., Griffiths, V. and Coates, L. 2017. Primary English: teaching theory and practice. London Learning Matters/SAGE.
Primary English: knowledge and understanding: achieving QTS
Medwell, J., Wray, D., Moore, G. and Griffiths, V. 2017. Primary English: knowledge and understanding: achieving QTS. London Learning Matters/SAGE.
Foundations for ECE for sustainable development in England
Holman, K. and Hryniewicz, L. 2016. Foundations for ECE for sustainable development in England.
An examination of the development and nature of professional identity in five Early Years Professionals/ Early Years Teachers in England - a phenomenological study
Hryniewicz, L. 2016. An examination of the development and nature of professional identity in five Early Years Professionals/ Early Years Teachers in England - a phenomenological study. PhD Thesis Canterbury Christ Church University School of Childhood and Education Sciences
Living graphs as a methodological tool: representing landmarks in the professional development of teacher educators
Hryniewicz, L., Griffiths, V. and Thompson, S. 2014. Living graphs as a methodological tool: representing landmarks in the professional development of teacher educators. Teacher Education Advancement Network (TEAN) Journal. 6 (1), pp. 30-40.
Editorial
Graham-Matheson, L. and Griffiths, V. 2014. Editorial. Teacher Education Advancement Network (TEAN) Journal. 6 (1), pp. 1-2.
Reflections of a researcher teacher
Griffiths, V. 2014. Reflections of a researcher teacher. Teacher Education Advancement Network Journal. 6 (3), pp. 47-57.
Editorial
Griffiths, V. and Graham-Matheson, L. 2014. Editorial. Teacher Education Advancement Network Journal. 6 (3), pp. 1-3.
Landmarks in the professional and academic development of mid-career teacher educators
Griffiths, V., Thompson, S. and Hryniewicz, L. 2014. Landmarks in the professional and academic development of mid-career teacher educators. European Journal of Teacher Education. 37 (1), pp. 74-90. https://doi.org/10.1080/02619768.2013.825241
Living graphs as a methodological tool: representing landmarks in the professional development of mid-career teacher educators
Griffiths, V., Hryniewicz, L. and Thompson, S. 2012. Living graphs as a methodological tool: representing landmarks in the professional development of mid-career teacher educators.
Landmarks in the professional and academic development of mid-career teacher educators: using living graphs
Griffiths, V., Hryniewicz, L. and Thompson, S. 2012. Landmarks in the professional and academic development of mid-career teacher educators: using living graphs.
Early professional development and languages teaching in primary schools: case studies of teachers trained on an employment-based route
Thomae, M. and Griffiths, V. 2013. Early professional development and languages teaching in primary schools: case studies of teachers trained on an employment-based route. Teacher Education Advancement Network Journal. 5 (2), pp. 69-85.
Living graphs: representing landmarks in the professional and academic development of mid-career teacher educators
Hryniewicz, L., Griffiths, V. and Thompson, S. 2011. Living graphs: representing landmarks in the professional and academic development of mid-career teacher educators.
The introduction of Early Years Professional Status in England
Hryniewicz, L. 2009. The introduction of Early Years Professional Status in England.
Developing research identities: Effective mentoring for teacher educators
Griffiths, V., Thompson, S. and Hryniewicz, L. 2009. Developing research identities: Effective mentoring for teacher educators.
Transforming professional development for an era of interagency leadership
Hryniewicz, L. and Jackson, C. 2010. Transforming professional development for an era of interagency leadership.
Landmarks in the professional and academic development of mid-career teacher educators
Thompson, S., Griffiths, V. and Hryniewicz, L. 2010. Landmarks in the professional and academic development of mid-career teacher educators.
Learning leaders, new professional identities and the implications for children’s centres and early years
Jackson, C. and Hryniewicz, L. 2011. Learning leaders, new professional identities and the implications for children’s centres and early years.
Teacher educators: transition into higher education and developing research identities
Griffiths, V., Thompson, S. and Hryniewicz, L. 2010. Teacher educators: transition into higher education and developing research identities.
Developing a research profile: mentoring and support for teacher educators
Griffiths, V., Thompson, S. and Hryniewicz, L. 2010. Developing a research profile: mentoring and support for teacher educators. Professional Development in Education. 36 (1), pp. 245-262. https://doi.org/10.1080/19415250903457166
Children's views of their workforce
Graham-Matheson, L., Hryniewicz, L., Powell, S., Meehan, P. and Robinson, S. 2009. Children's views of their workforce. Leeds, UK Children's Workforce Network.