Researcher Analyzing Own Ways of Thinking: Researcher vs. Participant, or Both?
Location
1049
Format Type
Event
Format Type
Paper
Start Date
January 2018
End Date
January 2018
Abstract
This presentation aimed to share experiences of a researcher in a longitudinal mathematics education project using three-tiered research design. The participants in each tier are Tier 1-Pre-service teachers, Tier 2- A team of researchers, and Tier 3-Principal researcher. The major research practices of the principal researcher involved developing data collection activities for pre-service teachers, orchestrating data analysis meetings of the research team, organizing data for the research team, and articulating the ways in which results could be visualized and made sharable with other researchers. As seen, the nature of this research put the principal researcher into participant’s position and made herself analyze her continuously changing ways of thinking about the phenomenon of interest (i.e., knowledge of pre-service teachers). Thus, in this presentation, I will focus on the following questions: How did the principal researcher keep track of the changes in her ways of thinking and ensure reflexivity during the research process? How does the principal researcher describe the process of analyzing her own ideas and identifying the changes in her ideas? I will particularly share the ways in which she kept several drafts of her thinking and analyzed her own ways of thinking as she and her research team analyze pre-service teachers’ data. Since qualitative researchers often start with their initial insights and report the latest state of their understanding but not systematically record and report the analysis of their own ideas, I believe that the focus of this presentation constitutes an important aspect of TQR 9th Annual Conference theme.
Researcher Analyzing Own Ways of Thinking: Researcher vs. Participant, or Both?
1049
This presentation aimed to share experiences of a researcher in a longitudinal mathematics education project using three-tiered research design. The participants in each tier are Tier 1-Pre-service teachers, Tier 2- A team of researchers, and Tier 3-Principal researcher. The major research practices of the principal researcher involved developing data collection activities for pre-service teachers, orchestrating data analysis meetings of the research team, organizing data for the research team, and articulating the ways in which results could be visualized and made sharable with other researchers. As seen, the nature of this research put the principal researcher into participant’s position and made herself analyze her continuously changing ways of thinking about the phenomenon of interest (i.e., knowledge of pre-service teachers). Thus, in this presentation, I will focus on the following questions: How did the principal researcher keep track of the changes in her ways of thinking and ensure reflexivity during the research process? How does the principal researcher describe the process of analyzing her own ideas and identifying the changes in her ideas? I will particularly share the ways in which she kept several drafts of her thinking and analyzed her own ways of thinking as she and her research team analyze pre-service teachers’ data. Since qualitative researchers often start with their initial insights and report the latest state of their understanding but not systematically record and report the analysis of their own ideas, I believe that the focus of this presentation constitutes an important aspect of TQR 9th Annual Conference theme.
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Breakout Session F