Difference between revisions of "Davidson2025"
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{{BibEntry | {{BibEntry | ||
| − | | | + | |BibType=ARTICLE |
| − | | | + | |Author(s)=Christina Davidson; Christine Edwards-Groves; |
|Title=Teachers’ use of reported habitual thoughts in research interviews | |Title=Teachers’ use of reported habitual thoughts in research interviews | ||
| − | |||
|Tag(s)=EMCA; habitual thoughts; interaction; interviews; reported thought | |Tag(s)=EMCA; habitual thoughts; interaction; interviews; reported thought | ||
| − | | | + | |Key=Davidson2025 |
|Year=2025 | |Year=2025 | ||
| − | | | + | |Language=English |
|Journal=Discourse Studies | |Journal=Discourse Studies | ||
|Volume=27 | |Volume=27 | ||
|Number=5 | |Number=5 | ||
|Pages=739–758 | |Pages=739–758 | ||
| − | |URL=https://doi | + | |URL=https://journals.sagepub.com/doi/10.1177/14614456241309177 |
|DOI=10.1177/14614456241309177 | |DOI=10.1177/14614456241309177 | ||
|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. | |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. | ||
}} | }} | ||
Latest revision as of 01:43, 6 November 2025
| 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
