ABSTRACT
This chapter explains how we have used a combinational blended approach to the methodology for this project, a combination of narrative inquiry positioned within a research by design methodology. The emphasis of the study is on the in-depth examination of experiences told through conversational storytelling by 11 participants, two early childhood and nine primary early career teachers, about their attempts to implement Environmental and Sustainability Education (ESE) into their educational settings. The data generation methods were conducted through a series of six iterative, collaborative workshops between the participants, researchers and community partners. This included workshops on-site at two community partner organisations, where inspirational conversations were conducted in association with practical ideas and walking and talking tours. Research interventions were produced, trialled and adapted over the seven months of the study to prompt and encourage the early career teachers’ ESE work in their classrooms. Research artefacts included a variety of action plan templates and prompt sheets; transcriptions of oral narratives of the participants’ experiences; participants’ reflective written narratives after the final workshop; written responses to questions and oral narratives from a ThinkTank workshop with an extended group of ESE community partners; together with various support materials and resources from the two key ESE community partners.
