Teacher-researcher collaboration from two perspectives. Ulichny, P. & Schoener, W. Harvard Educational Review, 66 (3) (1996)

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This paper tells the story of a qualitative research study which turned into a collaborative project between the researcher, Ulichny, and the teacher informant, Schoener. The story is told from the viewpoints of both the qualitative researcher, eager to establish a relationship of trust and mutuality, and the teacher informant, concerned about the possible consequences of the study's discoveries. Following a previous unsuccessful attempt at qualitative classroom research, Ulichny decided to establish a research stance which would be closer to but not seemingly critical of the informant's teaching practice. This stance falls within the feminist paradigm of qualitative research which, according to Creswell (1997) aims to "establish collaborative and non-exploitative relationships, to place the researcher within the study so as to avoid objectification, and to conduct research that is transformative" (p.83). The end result was the development of a relationship of mutual trust between Ulichny and Schoener, with Schoener the teacher achieving a "higher level of clarity" (p.514) and understanding about her teaching and eventually describing her interview sessions with Ulichny as therapeutic (p.513).
桜美林大学の論文