Picture of sea vessel plough through rough maritime conditions

Innovations in marine technology, pioneered through Open Access research...

Strathprints makes available scholarly Open Access content by researchers in the Department of Naval Architecture, Ocean & Marine Engineering based within the Faculty of Engineering.

Research here explores the potential of marine renewables, such as offshore wind, current and wave energy devices to promote the delivery of diverse energy sources. Expertise in offshore hydrodynamics in offshore structures also informs innovations within the oil and gas industries. But as a world-leading centre of marine technology, the Department is recognised as the leading authority in all areas related to maritime safety, such as resilience engineering, collision avoidance and risk-based ship design. Techniques to support sustainability vessel life cycle management is a key research focus.

Explore the Open Access research of the Department of Naval Architecture, Ocean & Marine Engineering. Or explore all of Strathclyde's Open Access research...

Using narrative research as a method in teacher education: a sociocultural approach

Philpott, Carey (2014) Using narrative research as a method in teacher education: a sociocultural approach. Teacher Education Advancement Network Journal, 6 (1). pp. 12-19.

Full text not available in this repository. Request a copy from the Strathclyde author


Researching the relationship between narrative and teacher development has become increasingly popular. A recent literature search by the author found over forty papers published since 2005 that explored the relationship between teacher development and narrative. Many of these papers offered no explicit theorisation of narrative and its relationship to individual agency or sociocultural structure. Where a theoretical paradigm was cited, it privileged agency over structure and viewed sociocultural context only as a constraining container. As a response to this deficiency, this paper reports on research that develops Wertsch’s sociocultural approach to narrative to research the ways that initial teacher education students’ narratives of classroom experience (and hence their experiential learning) are influenced by dominant narratives in their placement school. This is intended to provide a worked example of a narrative research approach that other teacher education researchers can use to understand the learning of their students.