A focus on time-lapse ethnography: learning to teach

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This article makes the claim that developing ethnographic work through follow up interviews can add to our understanding of researched phenomena and explores how using concepts from Bourdieu and theories on the social construction of time strengthen the research design and add a stronger longitudinal diachronic element to data analysis. Extending an ethnographic study of learning to teach by interviewing respondents nine years after the study and after the completion of their teacher education course is shown to develop insights around the initial research results by focusing on the temporal aspects of data. Adopting this methodological approach can develop small-scale qualitative work and contribute to an accumulation of research results to avoid simply revisiting familiar research ground.

© 2018, Taylor & Francis. The attached document (embargoed until 04/07/2019) is an author produced version of a paper published in Ethnography and Education uploaded in accordance with the publisher’s self- archiving policy. The final published version (version of record) is available online at the link below. Some minor differences between this version and the final published version may remain. We suggest you refer to the final published version should you wish to cite from it.
Original languageEnglish
Article number1
Pages (from-to)1-14
Number of pages14
JournalEthnography and Education
Issue number0
Publication statusPublished - 4 Jan 2018


  • longitudinal ethnography, social construction of time, learning to teach, capital

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