Literaturnachweis - Detailanzeige
Autor/in | Oudghiri, Stephanie |
---|---|
Titel | Negotiating Tensions: An Autoethnographic Account of Classroom-Based Research |
Quelle | In: International Journal of Qualitative Studies in Education (QSE), 34 (2021) 10, S.915-927 (13 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Zusatzinformation | ORCID (Oudghiri, Stephanie) |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0951-8398 |
DOI | 10.1080/09518398.2021.1930260 |
Schlagwörter | Educational Research; Educational Researchers; Teacher Researchers; Autobiographies; Personal Narratives; Educational Theories; Caring; Psychological Patterns; Teacher Student Relationship; Reflection; Elementary Secondary Education; Immigrants Bildungsforschung; Pädagogische Forschung; Erziehungswissenschaftler; Erziehungswissenschaftlerin; Lehrerforschung; Autobiography; Autobiografie; Autobiographie; Erlebniserzählung; Educational theory; Theory of education; Bildungstheorie; Care; Pflege; Sorge; Betreuung; Teacher student relationships; Lehrer-Schüler-Beziehung; Immigrant; Immigrantin; Immigranten |
Abstract | In this paper, I present my experiences as an emerging classroom-based researcher. Using personal narratives, I examine the tensions that emerge from the emotional work often required to conduct educational research. This autoethnographic approach explores the complexity of student-teacher interactions using Swanson's middle-range theory of caring. In reflecting on my experiences, I hope to inform emerging researchers' understanding of reflexive practices as a way of developing critical spaces within PK-12 educational research. (As Provided). |
Anmerkungen | Taylor & Francis. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |