Negotiating Tensions: An Autoethnographic Account of Classroom-Based Research

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 Verfügbarkeit
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 + Suchen Sie Ihr Suchwort? 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