Transcribing the unsaid: Finding silence in a self-study

Title: Transcribing the unsaid: Finding silence in a self-study
Creator: Brandenburg, Robyn; Davidson, Christina
Date: 2011
Type: Text; Journal article
Identifier: http://researchonline.federation.edu.au/vital/access/HandleResolver/1959.17/31578
Identifier: vital:4231
Identifier: https://doi.org/10.1080/14623943.2011.601557
Identifier: ISSN:1462-3943
Abstract: Self-study is an emerging methodology in researching teacher education, and central to the practice of self-study researchers is reflection in and on teaching and learning. Studies are predominantly qualitative and methods include field notes, interviews, journal writing, surveys and observations. While excerpts of talk are used in reports of self-study, the use of transcription and transcripts is under-addressed in considerations of self-study methods. This paper considers how transcription informed a self-study. Reflection on the approach to transcription is used to argue that transcription and the development of transcripts is a valuable analytic tool. It can provide powerful insights into a researcher's classroom practice through a process of structured inquiry that employs the transcription process. Â© 2011 Taylor & Francis.
Relation: Reflective Practice Vol. 12, no. 6 (2011), p. 703-715
Rights: This metadata is freely available under a CCO license
Subject: Qualitative research; Reflective practice; Self-study research; Teacher education; Transcription
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