Acceso usuarios
Susan Bobbitt Nolen, Chirstopher J. Ward, Ilana S. Horn
n this article, our focus is on the methodological issues in taking a situative approach to studying the interconnected development of motivation, identity, and learning in multiple social contexts. We illustrate our description with data acquired from a cross-context, longitudinal, ethnographic study of novice teachers' learning, motivation, and identity development (Horn, Mathematical Thinking and Learning, 10(3), 201-239 2008; Nolen et al., Cognition and Instruction, 29(1), 88-122, 2011; Nolen et al. 2009; Ward et al., International Journal of Educational Research, 50(1), 14-20, 2011). We focus our methodological discussion on structuring longitudinal interviews and the interdependence of interview and observational techniques in understanding motivation in social contexts, including the methodological challenges inherent in ethnographic work. One challenge we consider in depth is accounting for the interview as a social context in which motivation and identity develop as learning occurs and how this challenge is particularly important to address in longitudinal work. We end by raising some additional methodological issues in studying motivation, identity, and learning from a situative perspective.
