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Momenty (nie)ciągłości psychologii narracyjnej

100%
Obrębska M., Soroko E.
Człowiek i Społeczeństwo
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2023
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vol. 56
7-19
EN
The thematic diversity and the way narrative is understood demonstrate the vitality of the concept and the phenomenon of narrative in psychology. This article presents some questions and dilemmas that narrative psychology, which is still a young discipline in search of its scientific identity, pose to researchers. It is not our ambition to resolve these questions; instead, we perceive them as moments of (dis)continuity in the ongoing narrative story and as markers of the directions of research and theoretical considerations. We identify such themes as the distinction between utterance and narrative, the space between author and listener, the directions in which the notion of narrative identity is expanding, and the link between narrative structure and narrative process. The methodological diversity the narrative perspective introduces allows us to pose research questions in a qualitative and quantitative approach.
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WYKORZYSTANIE NARRACJI BIOGRAFICZNYCH W REFLEKSJI NAD KSZTAŁCENIEM NAUCZYCIELI JĘZYKÓW OBCYCH

71%
Wąsikiewicz-Firlej E., Lankiewicz H.
Neofilolog
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2015
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issue 44/2
237-249
EN
This paper attempts to contribute to the discussion on the use of biographical narratives in investigating FL teacher careers and bring to light their potential in teacher education, especially in the process of developing teacher identity and reflexivity. Biographical narratives provide indepth insights into individual professional careers which are viewed holistically, in the context the narrator’s life. Focused on the subjective dimensions of professional careers, narratives involve identification and in-terpretation of key events and persons in particular life stories, which stimulate the narrator’s reflexivity and enable them to find connections between episodes and make them meaningful.
PL
This paper attempts to contribute to the discussion on the use of biographical narratives in investigating FL teacher careers and bring to light their potential in teacher education, especially in the process of developing teacher identity and reflexivity. Biographical narratives provide indepth insights into individual professional careers which are viewed holistically, in the context the narrator’s life. Focused on the subjective dimensions of professional careers, narratives involve identification and interpretation of key events and persons in particular life stories, which stimulate the narrator’s reflexivity and enable them to find connections between episodes and make them meaningful.
3
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Specyfika psychologicznej interpretacji tekstu pisanego: przegląd badań

51%
Żurko M.
Teraźniejszość – Człowiek – Edukacja
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2016
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vol. 19
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issue 3(75)
167-179
EN
This article reviews some selected psychological studies, the source of which are written texts, including personal documents. The test procedures and its results were described in two ways: the quantitative and the qualitative one. The results of the quantitative research were selected depending on their use for the text interpretation, with the focus on the narrator (the relationship between the form of expression and a mental state or permanent mental disposition). The research on fixing meanings of personal identity (narrative or dialogue), or the meaning of life, is set as the qualitative approach. The starting point is a classic biographical study of Ch. Buehler, then a psychological study based on diaries from the ghetto, then some selected results of over 20-years’ study on the narrative identity of D. McAdams and finally the study using H. Hermans’s Dialogical Self Theory in clinical psychology.
PL
W artykule dokonano przeglądu wybranych badań psychologicznych, w których jako źródło danych wykorzystano teksty pisane, w tym dokumenty osobiste. Scharakteryzowane zostały procedury badawcze i rezultaty w ramach dwóch podejść: ilościowego i jakościowego. Rezultaty badań ilościowych zostały wybrane pod kątem ich przydatności dla interpretacji tekstu (zależności między formą wypowiedzi a stanem psychicznym lub trwałą dyspozycją psychiczną) ukierunkowanej na osobę narratora. W ramach podejścia jakościowego przedstawione zostały badania dotyczące ustalania znaczeń (sensów) podmiotowych konstytuujących tożsamość osobistą (narracyjną lub dialogową) lub sens życia. Punktem wyjścia są klasyczne badania biograficzne Ch. Buehler, następnie omówione są psychologiczne badania dzienników z getta, wybrane strategie i ustalenia w ramach ponad 20-letnich badań nad tożsamością narracyjną w ujęciu D. McAdamsa oraz badanie wykorzystujące teorię dialogowego Ja H. Hermansa w klinicznej psychologii stosowanej.
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