Developing an analytic system for grounded interpretations : studying the impact of educational changes on teachers in Lithuania : disertacija

LTReikšminiai žodžiai: Švietimo diskurso analizė; Švietimo pokyčiai; Anglų kalbą kaip užsienio kalba; Interaktyvi etnografija; Mokytojai; Education Discourse analysis; Educational changes; English as a foreign language; Interactional ethnography; Interviewing; Lithuania; Teachers.

ENThis dissertation is a methodological examination of processes (the hows) and outcomes, or content (the whats), of open-ended interviewing. Using analyses of one interview at multiple levels of scale, the study examines ways in which interviews need to be conceptualized and analyzed in order to develop a theoretically and methodologically grounded approach to representing people's discursive work in open-ended interview situations. Research for this study began with a goal of understanding educational changes and their impact on teachers in rapidly changing educational, economic, social and political contexts of Lithuania. In seeking to understand realities of teaching from teachers' point of view (an emic perspective), I undertook open-ended interviews with nine Lithuanian English-as-a foreign-language teachers across two years. However, one of the first interviews did not go as planned and created a need to understand processes and outcomes of interviewing, if interviewing was to be used as methodology for studying the impact of educational change. While the focus of the current study is on developing a grounded system for emically-framed interview analysis, a research program designed to address the larger goal of understanding reform impact is presented at the conclusion of this dissertation.Drawing on Interactional Ethnography, sociolinguistics and critical discourse analysis, I undertook multiple analyses of one interview to make visible how interviews are dynamic, discursive events in which roles and relationships, norms and expectations, and topics constructed are negotiated between interviewer and interviewee. Questions guiding this study include: What theory-method relationships provide a ground for an emic perspective, if interviewers seek to learn from people's lived experience? How are interviews as 'purposeful conversations' talked into being? How are topics of import signaled in discursive choices people make as they act and react to each other in an interview conversation? Examinations of the complex and situated nature of processes of educational change, democratization, and their impact on the lives of people, require multiple theoretical perspectives and levels of analysis. The analytic system developed in this study provides an anchor for examining the multifaceted processes of educational change and its impact on the lives and work of teachers. [From the publication]

• Ethnographic analysis of success factors in inclusive education : methodological approach / Alvyra Galkienė. Inclusion in socio-educational frames : inclusive school cases in four European countries / edited by Alvyra Galkienė. Vilnius: Lietuvos edukologijos universiteto leidykla, 2017. P. 30-39.
• Mokytojui - visaverčiam tyrimo dalyviui - kylantys iššūkiai atliekant etnografinį tyrimą / Vaiva Šaulienė. Scientific research in education. Vol. 1 / editing: Liudmila Rupšienė, Rūta Girdzijauskienė. Klaipėda: Klaipėdos universiteto leidykla, 2017. P. 122-130.