Research and reflexivity: The discourses of females completing teacher education

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    This paper explores the concept of reflexivity and its changing role for both the researcher and participants. A phenomenology was carried out following three female student teachers through their teacher training and how they managed their multiple roles. Twelve semi-structured interviews were carried out over the academic year to investigate the changing nature of identity. The discourses of the students were analysed to reveal the equilibrium/ disequilibrium of the student teacher’s identity and the impact on both the researcher and the researched.
    Original languageEnglish
    Pages (from-to)554-566
    Number of pages13
    JournalReflective Practice: International and Multidisciplinary Perspectives
    Issue number4
    Publication statusPublished - 23 May 2017


    • reflective practice
    • student teacher
    • novice teacher
    • Teacher education


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