Davidson2025
| Davidson2025 | |
|---|---|
| BibType | ARTICLE |
| Key | Davidson2025 |
| Author(s) | Christina Davidson, Christine Edwards-Groves |
| Title | Teachers’ use of reported habitual thoughts in research interviews |
| Editor(s) | |
| Tag(s) | EMCA, habitual thoughts, interaction, interviews, reported thought |
| Publisher | |
| Year | 2025 |
| Language | English |
| City | |
| Month | |
| Journal | Discourse Studies |
| Volume | 27 |
| Number | 5 |
| Pages | 739–758 |
| URL | Link |
| DOI | 10.1177/14614456241309177 |
| ISBN | |
| Organization | |
| Institution | |
| School | |
| Type | |
| Edition | |
| Series | |
| Howpublished | |
| Book title | |
| Chapter | |
Abstract
Use of reported thoughts in research interviews has rarely been examined although research interviews are a major source of data in qualitative research. This paper considers a conversation analytic examination of reported habitual thoughts, produced by twelve teachers during research interviews addressing their participation in a three-year action research study. Data are drawn from a collection of 137 reported thoughts and analysis establishes ways that habitual thoughts were used during interviews to report thought produced repetitively over time, rather than a thought produced on just one occasion. Habitual thoughts exhibited features identified with reported thoughts in other interactional environments but appeared particularly responsive to the local context produced through interviewer-interviewee interaction about the longitudinal research study that had required teachers to reflect on their established classroom practices and make changes to them.
Notes
