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.

摘要

这是对我作为一名博士研究人员进行行动研究/叙述性调查项目的经历的调查，该项目调查了教师实践中遇到的情绪。从一开始，我就认识到我是研究的积极参与者-主角，讲故事的人，听众，讲故事的人-以及促进者。这种认识促使我除研究监督之外，还创新地采用了现场工作监督（FWS）来支持道德反思性过程。这种自反性是指通过使自己的自觉认知和情感方面强迫人的感觉和行为影响未来的行为，从而对人格进行审问。我自反性日记本，访谈记录和监督会议记录中的数据详细说明了性别两难困境，这表明了经验的层次，和相关的情感编织在一起，并且理解它们之间的联系可以为研究分析增加深度。我认为FWS关系可以帮助我理解研究关系的动力动态，从而使研究得以以其他方式无法开展。从本质上讲，FWS关系通过增强研究人员的自反性来加深此定性研究的严格性和道德性。