ABSTRACT

How does a researcher investigate phenomena that continually emerge through, with and as various practices? This paper explores this question, drawing on transformative reflections on the unfolding process of an empirical research project investigating professional practice in Dutch early childhood education. The project initially applied an open, exploratory mixed-methods research design, with the aim of gaining a comprehensive understanding of educational realities. As the research project proceeded, however, we found ourselves exploring the multiplicity of educational realities. Incorporating actor-network theory (ANT) into the study design led to an important ontological re-positioning of the project. Drawing on our experiences, we aim to develop the argument that a methodologically heterogeneous research approach is a valuable way to evoke the paradigmatic and methodological reflexivity and humility that is needed to capture the emerging multiplicity of professional practice.

摘要

研究人员如何调查通过各种实践、随着各种实践以及作为各种实践不断出现的现象？本文探讨了这个问题，借鉴了对荷兰幼儿教育专业实践的实证研究项目展开过程的变革性思考。该项目最初采用开放的、探索性的混合方法研究设计，旨在全面了解教育现实。然而，随着研究项目的进行，我们发现自己正在探索教育现实的多样性。将行动者网络理论 (ANT) 纳入研究设计，导致该项目进行了重要的本体论重新定位。借鉴我们的经验，