This article reports on the methodological approach taken in a doctoral study that explores what it means to be struggling as a teacher. Participants were established and experienced teachers and leaders in the secondary school system in England. A particular form of collage – where materials are placed rather than stuck – was used within the context of a research interview. Arts-based methods such as collage are gaining in popularity as they stimulate visual rather than linguistic thinking and offer the opportunity to express experiences as holistic, non-linear metaphors. Collage also has revelatory potential as it helps uncover that which participants cannot necessarily express in words alone. The author presents the analytical challenges of intermingling the verbal and visual data in her study by discussing the collages created by two participants. An analysis of those collages shows that factors influencing struggling can be both internal and external. Struggling was found to be experienced as a temporary fractured state. Struggling was expressed by participants as heightened bodily tensions with a predominantly negative emotional tone; it can also involve a damaged self-view and a reduced sense of controllability, and may lead to impaired performance.

中文翻译：

---

拼贴的不言而喻的力量？用创新的艺术研究方法探索当老师的奋斗经历

本文报告了一项博士研究中采用的方法论方法，该研究探索了作为一名教师的挣扎意味着什么。参与者是英格兰中学系统中经验丰富的教师和领导者。在研究访谈的背景下使用了一种特殊形式的拼贴画——材料被放置而不是卡住。拼贴等基于艺术的方法越来越受欢迎，因为它们刺激视觉而非语言思维，并提供将体验表达为整体、非线性隐喻的机会。拼贴还具有启示潜力，因为它有助于揭示参与者不一定只用语言表达的内容。作者通过讨论由两名参与者创建的拼贴画，提出了在她的研究中混合语言和视觉数据的分析挑战。对这些拼贴画的分析表明，影响挣扎的因素可以是内部的，也可以是外部的。挣扎被认为是一种暂时的断裂状态。参与者将挣扎表示为身体紧张加剧，主要是消极的情绪基调；它还可能涉及受损的自我视图和可控性降低，并可能导致性能受损。参与者将挣扎表示为身体紧张加剧，主要是消极的情绪基调；它还可能涉及受损的自我视图和可控性降低，并可能导致性能受损。参与者将挣扎表示为身体紧张加剧，主要是消极的情绪基调；它还可能涉及受损的自我视图和可控性降低，并可能导致性能受损。