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Both/and: researcher as participant in qualitative inquiry

机译：双方/和：研究人员作为定性探究的参与者

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Purpose - Within the conversation about insider/outsider positioning, little has been written about qualitative research when the researcher is also a participant. This paper describes a unique situation in which co-researchers (doctoral interns) were also interviewees, inhabiting dual roles within a single study. The purpose of this paper is to examine the potential benefits of this experience for the professional development of new qualitative researchers. Design/methodology/approach - Reflections of the two co-researchers (doctoral interns) - taken from journals, memos, and team debriefing meetings - are analyzed thematically thematically by the lead researcher. Data extracts are used to illustrate key themes and illuminate cross-cultural comparisons. Findings - The paper presents three core themes relating to vulnerability, and disclosure. The interns' participant/researcher experience sensitized them to the experience of those whose stories they sought to represent, suggesting that participation may offer a valuable means for developing research skills, just as the experience of personal therapy can help to develop clinical skills in the new therapist. Practical implications - Despite the limited scope of this paper (i.e. the experience of two doctoral interns), findings suggest that the direct experience of non-dichotomized identity may be a useful way for a new researcher to appreciate the importance of relinquishing role, distance, and presumed authority within a post-modern framework of mutuality and co-construction. Originality/value - In addition to the uniqueness of this experience of inhabiting dual roles within the research process, the interns' different cultural backgrounds - and their different responses -suggests that cultural notions of position, authority, and relationship need to be taken into account in the professional development of new qualitative researchers.
机译：目的-在有关内部人员/外部人员定位的讨论中，当研究人员也是参与者时，关于定性研究的内容很少。本文描述了一种独特的情况，在这种情况下，共同研究人员（博士生）也是受访者，在一项研究中居于双重角色。本文的目的是检验这种经验对新的定性研究人员的专业发展的潜在好处。设计/方法/方法-两位首席研究员对来自主题研究，杂志和备忘录以及团队汇报会议的两位共同研究人员（博士生）的反思进行了专题分析。数据摘录用于说明关键主题并阐明跨文化比较。调查结果-本文提出了与漏洞和披露有关的三个核心主题。实习生的参与者/研究人员的经历使他们对他们试图代表其故事的人们的经历敏感，这表明参与可能为发展研究技能提供宝贵的手段，就像个人疗法的经验可以帮助他们在新的时代发展临床技能一样治疗师。实际意义-尽管本文的范围有限（例如，两名博士生的经验），但研究结果表明，非二分式身份的直接经验可能是新研究人员认识到放弃角色，距离，以及在后现代的互助与共建框架内的权威。原创性/价值-除了这种在研究过程中扮演双重角色的经历的独特性之外，实习生的不同文化背景（以及他们的不同应对方式）还建议考虑位置，权威和人际关系的文化观念从事新的定性研究人员的职业发展。

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