{"title":"定性研究中的学生性格","authors":"R. Hunt","doi":"10.1080/1358684X.2022.2082382","DOIUrl":null,"url":null,"abstract":"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.","PeriodicalId":54156,"journal":{"name":"Changing English-Studies in Culture and Education","volume":"29 1","pages":"335 - 350"},"PeriodicalIF":0.7000,"publicationDate":"2022-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Student ‘Characters’ in Qualitative Research\",\"authors\":\"R. Hunt\",\"doi\":\"10.1080/1358684X.2022.2082382\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"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.\",\"PeriodicalId\":54156,\"journal\":{\"name\":\"Changing English-Studies in Culture and Education\",\"volume\":\"29 1\",\"pages\":\"335 - 350\"},\"PeriodicalIF\":0.7000,\"publicationDate\":\"2022-06-30\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Changing English-Studies in Culture and Education\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.1080/1358684X.2022.2082382\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q3\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Changing English-Studies in Culture and Education","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1080/1358684X.2022.2082382","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q3","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
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.