ABSTRACT

Qualitative practitioner research undertaken by teachers in schools is a vital means of developing pedagogy and practice, one that is under-valued in today’s educational climate. This essay explores representations of students in qualitative studies, which, I argue, necessarily transform student participants into ‘characters’ within the practitioner-researcher’s written narrative. Through exploration of an excerpt of student interview data, I highlight the importance of open, respectful interpretation of students’ words which maintains an awareness of the practitioner-researcher’s subjective position. This includes the need to disrupt reductive narratives of ‘hero’ teachers and ‘victim’ students which deprive young people of agency and respect. I suggest that such considerations of representation are relevant to teachers’ day-to-day practice in schools.

摘要

学校教师进行的定性从业者研究是发展教学法和实践的重要手段，而在当今的教育环境中却被低估了。本文探讨了学生在定性研究中的表现，我认为，这必然将学生参与者转变为实践研究人员书面叙述中的“角色”。通过对学生访谈数据的摘录的探索，我强调了对学生话语的开放、尊重解释的重要性，这保持了对从业者-研究人员主观立场的认识。这包括需要打破关于“英雄”教师和“受害者”学生的还原性叙述，这些叙述剥夺了年轻人的能动性和尊重。