Reconsidering Rapport with Urban Teachers: Negotiating Shifting Boundaries and Legitimizing Support

Autor/inn/en	Rinke, Carol R.; Mawhinney, Lynnette
Titel	Reconsidering Rapport with Urban Teachers: Negotiating Shifting Boundaries and Legitimizing Support
Quelle	In: International Journal of Research & Method in Education, 37 (2014) 1, S.3-16 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1743-727X
DOI	10.1080/1743727X.2012.708924
Schlagwörter	Qualitative Research; Interpersonal Relationship; Researchers; Case Studies; Ethnography; Urban Schools; Urban Teaching; Research Methodology; Ethics; Longitudinal Studies; Secondary School Teachers; Teacher Attitudes; Interviews; Observation; Elementary School Teachers; Teacher Collaboration; Friendship + Suchen Sie Ihr Suchwort? Qualitative Forschung; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Researcher; Forscher; Case study; Fallstudie; Case Study; Ethnografie; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Urban education; Stadtteilbezogenes Lernen; Research method; Forschungsmethode; Ethik; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Lehrerverhalten; Interviewing; Interviewtechnik; Beobachtung; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Lehrerkooperation; Freundschaft
Abstract	This paper addresses Lincoln's [2010. "'What a long, strange trip it's been …': Twenty-five years of qualitative and new paradigm research." "Qualitative Inquiry" 16, no. 1: 3-9] call for greater attention to the question of rapport in qualitative research through a reflexive examination of researcher-participant relationships in two qualitative studies with urban teachers. In these projects, one a series of case studies and the other an ethnography, we as researchers found ourselves offering various forms of support to struggling teachers in challenging circumstances. These close relationships provided insider data but also raised ethical questions about the boundaries of the Self-Other conjunction. We present three dilemmas from our research in which we struggled to identify the boundaries of support, validation, and friendship in qualitative inquiry. We conclude by re-framing the static notion of rapport as a dynamic and shifting negotiation between a researcher and a participant and expanding the definition of rapport to include legitimate means of support. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10