Reflexive commitments tend to be lacking, particularly from the perspective of early career scholars. This is particularly true in relation to published research, but evident in doctoral studies exploring teachers work. Using principles of phenomenological reflexivity, this methodological paper explores the critical incidents that have come to shape a qualitative, ethnographical case study before entering the field. Key findings highlight four implications for novice researchers: an engagement with critical independent reflection, critical friendship, skills development through academic modules and reflexive reading, and communities of practice. The paper calls for continued attention to the methodological framing of research, particularly during and after entering the field.

中文翻译：

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进行定性研究：研究教师工作的方法论反思

反射性承诺往往缺乏，特别是从早期职业学者的角度来看。对于已发表的研究来说尤其如此，但在探索教师工作的博士研究中也很明显。这篇方法论论文运用现象学反身性原则，探讨了在进入该领域之前形成定性、人种学案例研究的关键事件。主要发现强调了对新手研究人员的四个启示：参与批判性独立反思、批判性友谊、通过学术模块和反思性阅读发展技能以及实践社区。该论文呼吁继续关注研究的方法论框架，特别是在进入该领域期间和之后。