ABSTRACT This article offers detailed accounts of self-study research conducted by two South African teachers who used drawing as an arts-based method to gain insights from children in their schools. While much of the published research on drawing as a self-study method has involved drawing by teachers or teacher educators, the focus here is on two teacher-researchers’ learning from engaging with children’s drawings. The body of the article is arranged as a dialogue facilitated by the teachers’ research supervisor. The two original research exemplars presented in the dialogue illustrate how drawing can be a productive, age-appropriate, and enjoyable mode of bringing children into self-study research. Taken as a whole, the dialogue shows how drawing as a self-study research method can enable the expression of children’s perspectives and experiences, foster a more intrinsically gratifying research experience for children, heighten self-study researchers’ learning from and with children as research partners, and enrich the emotional substance and impact of research with children. This work will be valuable to teachers in diverse contexts who are interested in expanding their repertoire of child-friendly self-study research methods. Furthermore, it can serve as a reminder to pay conscientious and self-reflexive attention to the human relationships and emotions that give life to all self-study research.

中文翻译：

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“他们的绘画很有口才”：学习绘画作为一种基于艺术的自学研究方法，可用于儿童研究

摘要本文详细介绍了两名南非老师进行的自学研究，他们使用绘画作为一种基于艺术的方法从学校的孩子们那里获得洞察力。尽管许多关于绘画作为一种自学方法的研究都涉及到教师或教师教育者的绘画，但这里的重点是两位教师研究者从与儿童绘画互动中学习。本文的正文是通过教师研究主管的对话而安排的。对话中提出的两个原始研究范例说明了绘画如何成为一种将儿童带入自学研究的富有成效，适合年龄并令人愉快的模式。从总体上看，对话显示了绘画作为一种自学式研究方法如何能够表达儿童的观点和经验，为儿童培养更加内在的愉悦的学习体验，增强自学研究员对儿童作为研究伙伴的学习，并丰富他们对儿童的情感影响和影响。这项工作对于有兴趣扩大儿童友好型自学研究方法范围的不同背景下的教师而言是宝贵的。此外，它还可以提醒人们认真和自我反省地关注赋予所有自学研究生命的人际关系和情感。这项工作对于有兴趣扩大儿童友好型自学研究方法范围的不同背景下的教师而言是宝贵的。此外，它还可以提醒人们认真和自我反省地关注赋予所有自学研究生命的人际关系和情感。这项工作对于有兴趣扩大儿童友好型自学研究方法范围的不同背景下的教师而言是宝贵的。此外，它还可以提醒人们认真和自我反省地关注赋予所有自学研究生命的人际关系和情感。