CRAFTED STORIES
Stories of teaching, technology and professional practice
Drawing on the hermeneutic phenomenological method developed by Crowther et al. (2017), I constructed these narratives through extended dialogues with computing teachers during my doctoral study. Each account integrates participants' language, contexts, emotions, and reflections, maintaining the complexity of professional experience and enabling interpretive engagement.
Collectively, these narratives elucidate the interplay of pedagogy, technology, professional judgement, care, and relationships within physical computing classrooms. They encourage readers to reflect on parallels with their own practice and to identify new insights within the routine moments that shape teaching.
Crowther S, Ironside P, Spence D, Smythe L. Crafting Stories in Hermeneutic Phenomenology Research: A Methodological Device. Qualitative Health Research. 2017;27(6):826-835. doi:10.1177/1049732316656161
EXPLORE THE STORIES
Read the crafted stories
Approach each crafted story as a situated, interpretive account of professional practice. Attention should be given to language, temporal sequence, affect, relationships, material encounters, and institutional conditions. Analysis should move recursively between particular moments and the narrative as a whole, allowing each to inform understanding of the other.
Hermeneutic reading brings the reader's pre-understandings into dialogue with the account. Identify where the story resonates with, complicates, or extends existing interpretations of pedagogy and professional practice. Re-reading may reveal additional meanings as new details emerge; understanding remains situated, relational, and open to revision. I hope you enjoy the stories and the reflections they invite.
