These aspects are not widely discussed in the methodological literature, meanwhile they are important for the emergence of synergy-a characteristic feature of qualitative research. The article also points to concepts that are important for the coexistence and co-creation of the research subjects-concepts of John McKernan that concern the teaching research in action and Living Laboratories, and creative research. The author's concept is also presentedresearch that creates, whose special feature is the coexistence and co-creation of research subjects. Those aspects of qualitative research should be highlighted in wide seeing at teacher research in their own daily practice. In this job, all is the research-meeting the student, evaluation, improving teaching methods, etc.

The article presents autoethnography in the context of posthumanistic student education as a way not only for a deep self-knowledge, but also for understanding other people. In this context, the authors seek answers to questions about the essence of autoethnography as a research method and its significance for personalized intra-personal and intra-active pedagogical training. By pedagogues/educators we mean people who lead others to maturity. The article presents innovative research techniques conducive to auto-ethnographic cognition and examples of application of autoethnography in the education of pedagogical students.

The article is aimed at showing the integral upbringing and its role in the pedagogical qualitative research. This kind of upbringing as an object of the pedagogical research at the same time has an impact on the subject of research-the researcher and the researched. It comes to it through the authenticity of form-teacher realizing one of its tasks-to know the pupil-the researched. If such an upbringing activity pursues to the integral development of a person in the atmosphere of mutual respect and dignity, so analogically in the qualitative research the integrity between

The aim of this article is the presentation and analysis of the selected ethical dilemmas and legal problems of a researcher in the study of the difficult way of life. There are a lot of questions about the ethical, decent and legal manner of research and behaviour in relation with the participators of the research. The practical aim of this article is the answer to the question – what should we do when we have various ethical dilemmas in our studies. A special difficult situation concerns the researcher – a  pedagogue of social rehabilitation, because by conducting research on the phenomena of social exclusion or social pathology, he/she describes and analyses situations related to crime, para-criminal behaviours, addictions, touches the problems of deep diagnosis of disorders or therapy. During scientific research, he / she ‘goes deeper’ into difficult situations, ethical dilemmas, and brushes against legal problems. The guarantee of his/her safety, but above all the safety of respondents, is the legal awareness and ethical responsibility of the pedagogue. Although the article is not a complete and comprehensive study, it responds to the needs of researchers who themselves have to answer many questions about legal issues and solve any ethical dilemmas themselves in the process of collecting and developing data.