Reflection, interpretation and scholarly roletaking: affirming the self in educational research
Reflexive research is systematic and interpretive, enabling researchers to produce authentic and transparent accounts of both their own praxis and the professional practices of others. This article presents a reflexive account of my own subjectively negotiated experiences when conducting an in-depth interview study of teachers' professional identities. I introduce the concept of 'scholarly roletaking' and suggest a framework for interpretive research whereby the connection between the researcher's identity and their praxis is explored as part of the research process. Based on concepts originally discussed by symbolic interactionist thinkers, scholarly roletaking involves affirming and focusing on the temporal, dialogic, and subjective elements of identity in research through a series of reflective questions. This article explores ways that engaging in scholarly roletaking can enable qualitative researchers to reflexively evaluate the construction and analysis of data when conducting studies that focus on the lived experiences of others.
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