In this personal essay, I revisit the research I conducted as a novice researcher on the experiences of immigrant teachers and examine the development of my reflexive-self as a researcher and an immigrant in and through my methodological relationships with the teachers. Coupled with my researcher journal, the interview conversations in which I inserted myself, the researcher, in dialogue with my participants, are analyzed through a reflexive lens to reveal how meaning was co-constructed. Making myself, including my biography and identities, visible in the research process stirred our methodological relationships to produce original narratives from the immigrant teachers of color and, ultimately, authenticated the research process as a whole. I also discuss the benefits I reaped from becoming a reflexive and vulnerable researcher, having turned my research lens back on myself, and taking responsibility for the kinds of knowledge produced in and through the study.

在这篇个人文章中，我回顾了我作为新手研究员对移民教师的经历进行的研究，并考察了我作为研究者和移民的反身自我在与老师之间的方法论关系中的发展。结合我的研究者日记，通过自我反思的视角分析了研究者与我的参与者对话时插入自己的访谈对话，以揭示意义是如何共同建构的。使自己，包括我的传记和身份，在研究过程中可见，搅动了我们的方法论关系，从而从有色人种的移民教师那里产生了原创性的叙述，并最终验证了整个研究过程。我还讨论了成为反身和脆弱的研究人员所带来的好处，