The theory of practice architectures is a useful theoretical, methodological and analytical tool for educational research. The use of the theory is emerging as germane in early childhood education research. This article explores concepts from the theory as applied in an early childhood education research project. The article focuses on the concept of stirring in, a view of learning advanced by the theory of practice architectures. To describe and analyse the process of stirring in, the article draws on the experiences of the first author, a doctoral candidate, researching in early childhood education, her field of professional experience. Using key elements of the theory of practice architectures, this article discusses how both the experiences of being a doctoral candidate and researching her own profession were catalysts for being stirred in to the practices of a researcher. Coming to the research as an experienced early childhood educator, the doctoral candidate experienced tension between the practices of a researcher and her ingrained practices as an educator. This tension, combined with the ‘doing’ of data collection, contributed towards the doctoral candidate’s stirring in to data collection practices. Authors of the theory of practice architectures argue that in the process of being stirred in to new practices, participants in the practices can experience a change akin to a transformation, what we describe as a sense of becoming. In this article, we show how the doctoral candidate learned to put aside practices associated with her role as an early childhood educator and began to embrace practices associated with the role of researcher, initiating her sense of becoming a researcher. The purpose of the article is to build on previous work to demonstrate how the theory of practice architectures can be used to examine the process of being stirred in to new practices.

中文翻译：

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成为研究者：在幼儿教育研究中“搅拌”数据收集实践的过程

实践架构理论是教育研究的有用的理论，方法和分析工具。在幼儿教育研究中，该理论的使用正与日俱增。本文从理论上探讨了应用于幼儿教育研究项目的概念。本文着眼于搅拌的概念，即实践体系结构理论所带来的学习成果。为了描述和分析搅动的过程，本文借鉴了第一作者，博士生的经验，她研究了幼儿教育以及她的专业经验领域。利用实践架构理论的关键要素，本文讨论了成为博士候选人和研究自己的职业的经历如何成为激发研究人员实践的催化剂。作为一名经验丰富的幼儿教育家来参加这项研究时，这位博士候选人经历了研究者的实践与她根深蒂固的教育者实践之间的紧张关系。这种紧张状态，加上数据收集的“做”，促使博士生激起了数据收集实践。实践体系结构理论的作者认为，在被激进新实践的过程中，实践的参与者可能会体验到类似于变革的变化，我们称之为转变感。在本文中，我们展示了博士生如何学会抛弃与她作为幼儿教育者的角色有关的实践，并开始接受与研究者的角色有关的实践，从而激发了她成为研究者的感觉。本文的目的是在以前的工作的基础上，展示如何将实践体系结构的理论用于检查被引入新实践的过程。