Learning From Our Struggles as Researcher-Interventionists Trough Critical Incidents: A Self-Study

• In Event: Reflexive Perspectives on Cultural-Historical Theory and Methodology

Abstract

A long-standing tradition in qualitative educational studies is reflexivity among researchers. This self-study is an examination of two researcher-interventionists, both teachers and teacher educators conducting formative intervention work in the United States (Proposal Author 1) and Brazil (Proposal Author 2). The first proposal author adopted and adapted the Change Laboratory framework as a course lab to work with preservice teachers to support their learning and development, while the second proposal author explored formative interventions with educational managers, including different practitioners from the São Paulo education system. Implications for the outcome of our struggles as researcher-interventionists in conducting formative intervention work are discussed.

Authors

• Sharon Chang, Teachers College, Columbia University
  Presenting Author

• Monica Lemos, Independent Researcher
  Presenting Author