Exploring the nature of the researcher–practitioner relationship in qualitative educational research publications

Ke, Yu

doi:10.1080/09518398.2010.529838

Cited by 8 publications

(6 citation statements)

References 45 publications

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“…Collaborative research highlights the necessity to reconsider relationships between academics and service users (Smith, 2004: 338), and can lead to reducing power differentials between partners (Ritchie and Rigano, 2007: 130) and in so doing provide a powerful learning experience (Tew, 2008: 284). In contrast, some writers refer to challenges relating to issues of power, who makes decisions and difficult relationships between members (Goldstein, 2000;Yu, 2011). Garland et al (p. 95) point out collaboration can involve 'conflict over status, leadership and perceived levels of commitment'.…”

Section: Collaborative Researchmentioning

confidence: 99%

Working together – innovative collaboration in social care research

Fleming

Beresford

Bewley

et al. 2013

Qualitative Social Work

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This article reviews literature to provide context for a reflective narrative on a collaborative research project undertaken by disabled people, practitioners and academics. This approach required reconsidering many aspects of methodology and practice as the research relationships are altered. The article reflects on how the collaborative and participatory approach was developed and sustained and how it impacted on the research process and its outcomes. The article explores how the group of people worked together on a complex large-scale research project to bring the voices of service users and other key players together in a discussion about social care. The

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Section: Collaborative Researchmentioning

confidence: 99%

Working together – innovative collaboration in social care research

Fleming

Beresford

Bewley

et al. 2013

Qualitative Social Work

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“…To conclude, the collaborative counselling implemented seems to have been useful to generate bidirectional relationships between counsellors and teaching professionals (Sakız & Sarıçalı, 2019;Yu, 2011). This process has led to the creation of spaces to allow educators to analyse their conceptions about communication and language development and teaching-learning processes, thus enabling them to progressively re-describe these with the help of self-critical skills (Schön, 1992).…”

Section: Discussionmentioning

confidence: 99%

Collaborative counselling: influence on the teaching professionals’ conceptions as promoters of children’s communication and language

Llobera

Gràcia

Riba

2020

Journal of Psychologists and Counsellors in Schools

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This article presents the results of an action-research project. The project consisted of a reflection process involving a year-long collaboration between a teacher, a teaching assistant and a speech therapist in a special education school, together with two researchers acting as counsellors. The reflection process sought to promote changes in the participants’ approaches to working on communication and language in the classroom. This article sets out to identify and describe the processes of change in the three teaching professionals’ conceptions of communication and language teaching and learning, and about their teaching role. The collaborative counselling lasted 32 weeks and consisted of a total of nine group counselling (GC) sessions. All of the nine GC sessions were transcribed in order to analyse the changes in the teaching professionals’ discourse. The ATLAS.ti 7.0 program was then used to select speech quotations and to group them into thematic clusters based on content analysis. The results indicate that the teaching professionals’ conceptions subtly changed during the collaborative counselling process; specifically, their conceptions about how to develop communication and language, classroom interaction, the educator’s role, organisation of context and curriculum planning.

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“…During COVID-19, however, travel was replaced with data cost in terms of data bundles and airtime and incurred for both the researcher and the participants. This might have exacerbated participants’ reluctance to participate in research during COVID-19 and reinforce a popular notion among the participants that research participation is mainly to assist researchers to complete a study with little immediate benefit to them ( K. Yu, 2008a ). Participant compensation in this case becomes not only one way to increase the response rate ( S. Yu et al, 2017 ), but a more appropriate ethical decision ( Chen et al, 2020 ).…”

Section: Methodsmentioning

confidence: 99%

Data Collection in Times of Pandemic: A Self-Study and Revisit of Research Practices During a Crisis

Uleanya

2023

Sage Open

Self Cite

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COVID-19 as a global pandemic has greatly disrupted research, not only in terms of the practicality of research activities such as data collection, but also in data quality. Using self-study in form of duoethnography method for reflecting on research practice, this article reviews and reflects on the practices of remote data collection during the pandemic and further revisits additional issues brought about by these practices and concerns. One key observation from this self-study is the prevalence of practical challenges, particularly those related to participant access, that overshadows the potential advantages of remote data collection as well as other challenges. This challenge results in researchers’ reduced control of the research process and also a requirement for more flexibility, greater sensitivity toward the participants and research skills for the researchers. We also observe greater conflation of quantitative and qualitative data collection and the emergence of triangulation as the main strategy to offset potential threats to data quality. This article concludes by calling for more discussions on several areas that feature scarce discussion in literature, including potential rhetoric importance assigned to data collection, adequacy of triangulation to safeguard data quality, and the potential difference between COVID-19’s impact on quantitative and qualitative research.

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Exploring the nature of the researcher–practitioner relationship in qualitative educational research publications

Cited by 8 publications

References 45 publications

Working together – innovative collaboration in social care research

Working together – innovative collaboration in social care research

Collaborative counselling: influence on the teaching professionals’ conceptions as promoters of children’s communication and language

Data Collection in Times of Pandemic: A Self-Study and Revisit of Research Practices During a Crisis

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