Abstract

In this paper, I present my experiences as an emerging classroom-based researcher. Using personal narratives, I examine the tensions that emerge from the emotional work often required to conduct educational research. This autoethnographic approach explores the complexity of student-teacher interactions using Swanson’s middle-range theory of caring. In reflecting on my experiences, I hope to inform emerging researchers’ understanding of reflexive practices as a way of developing critical spaces within PK-12 educational research.

中文翻译：

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谈判紧张：基于课堂的研究的自我民族志描述

摘要

在本文中，我介绍了我作为一名新兴的课堂研究人员的经历。使用个人叙述，我检查了进行教育研究通常需要的情感工作中出现的紧张局势。这种自主民族志方法使用斯旺森的中等关怀理论探讨了学生与教师互动的复杂性。在反思我的经历时，我希望让新兴研究人员理解反思实践是在 PK-12 教育研究中开发关键空间的一种方式。