Fieldwork Supervision: Supporting Ethical Reflexivity to Enhance Research Analysis

Autor/in	Hopman, Jean
Titel	Fieldwork Supervision: Supporting Ethical Reflexivity to Enhance Research Analysis
Quelle	In: International Journal of Research & Method in Education, 44 (2021) 1, S.41-52 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Hopman, Jean)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1743-727X
DOI	10.1080/1743727X.2019.1706467
Schlagwörter	Ethics; Field Studies; Supervision; Researchers; Doctoral Students; Action Research; Emotional Experience; Power Structure; Interpersonal Relationship; Foreign Countries; Secondary School Teachers; Gender Bias; Australia + Suchen Sie Ihr Suchwort? Ethik; Praxisforschung; Researcher; Forscher; Doctoral studies; Doctorate studies; Student; Students; Doctoral candidate; Doktorandenprogramm; Schüler; Schülerin; Studentin; Doktorand; Doktorandin; Projektforschung; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Ausland; Geschlechterstereotyp; Australien
Abstract	This is an inquiry into my experience as a doctoral researcher undertaking an action research/narrative inquiry project investigating the emotion experienced in teacher practice. From the outset, I recognized my position as an active participant of the research -- a protagonist, a story-teller, a listener, a re-teller -- and facilitator. This recognition prompted me to innovatively employ fieldwork supervision (FWS), in addition to my research supervision, to support a process of ethical reflexivity. Such reflexivity refers to an interrogation into personhood by making conscious cognitive and emotional aspects of oneself that compel feeling and action to influence future action. Data from my reflexive journal, interview transcripts and supervision meeting minutes detail a gendered dilemma, which demonstrates how layers of experience, and associated emotion, weave together and that understanding their connection can add depth to research analysis. I argue that the FWS relationship allowed the research to unfold in ways that it might not have otherwise by helping me to understand the power dynamics of the research relationships. In essence, the FWS relationship deepened the rigour and ethicality of this qualitative study by strengthening researcher reflexivity. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01