Doing qualitative research: Methodological reflections on researching teachers work
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AbstractReflexive commitments tend to be lacking, particularly from the perspective of early career scholars. This is particularly true in relation to published research, but evident in doctoral studies exploring teachers work. Using principles of phenomenological reflexivity, this methodological paper explores the critical incidents that have come to shape a qualitative, ethnographical case study before entering the field. Key findings highlight four implications for novice researchers: an engagement with critical independent reflection, critical friendship, skills development through academic modules and reflexive reading, and communities of practice. The paper calls for continued attention to the methodological framing of research, particularly during and after entering the field.
CitationJayantilal, K., & Lalli, G. S. (2024). Doing qualitative research: Methodological reflections on researching teachers work. European Journal of Education, 59 (1), article number e12575. https://doi.org/10.1111/ejed.12575
JournalEuropean Journal of Education
Description© 2023 The Authors. Published by Wiley. This is an open access article available under a Creative Commons licence. The published version can be accessed at the following link on the publisher’s website: https://doi.org/10.1111/ejed.12575
Except where otherwise noted, this item's license is described as https://creativecommons.org/licenses/by/4.0/