The negotiation of feedback
Reporting back to teachers during fieldwork
Bibliographic Data
| ID | 19224545 |
|---|---|
| Authors | Seppe Goddaert (0000-0002-0839-4329, Ghent University Hospital, corresponding author) |
| Year | 2026 |
| Publication date | 2026-05-25 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Ethnography (JOURNAL) |
| Journal identifiers | ISSN: 1466-1381 • E-ISSN: 1741-2714 |
| Publisher | SAGE Publishing (PUBLISHER • US) |
| DOI | 10.1177/14661381261453392 |
| OpenAlex | W7162283962 |
| Language | EN |
| References cited | 33 |
This study examines how an ethnographer of education and biology teachers negotiate roles during collaborative fieldwork on SocioScientific Issues. Drawing on 8 months of classroom observation and co-design of teaching materials with two high school teachers, the study explores the researcher’s shifting positionality from observer to facilitator. Initially confronted with teachers’ requests for feedback, the researcher navigated tensions between observational distance and participants’ desire for professional input. These tensions were channeled into an action-oriented ethnographic approach grounded in relational curiosity—a reciprocal interest in each other’s expertise and development. This reflection shows how teacher-researcher collaboration not only supported the teachers’ self-efficacy but also fostered peer-led professional development. Rather than reproducing deficit models common in science education research, this article highlights collaborative ethnography as a means of enhancing teacher agency, enriching pedagogical reflection, and creating equitable research relationships grounded in trust and mutual learning
Ethnography · Grounded theory · Negotiation · Observational study · Participant observation · Reciprocal · Reciprocity (cultural anthropology) · Reflection (computer programming) · Geography Education and Pedagogy · Qualitative Research Methods and Ethics · Science Education and Pedagogy
Linguistic Ethnography
Theory and Method in Linguistic Ethnography
Negative self-efficacy and goal effects revisited.
Arguing to Learn in Science
SAQ, SSI and STSE education
The potential of “civic science education”
Mapping roles in research-practice partnerships – a systematic literature review
Ethnographic Fieldwork
Why “What Works” Won’t Work
Self-efficacy
What does it mean when an ethnographer intervenes
What is ethnography? Can it survive? Should it
Familiarity and distance in ethnographic fieldwork
Ethnographies of science education
From science as ‘content’ to science as ‘interpretive key’
What’s he writing in there?’ Reciprocal field relations and relational curiosity in ethnographies of education
As if we were not friends
Authority, Status, and the Dynamics of Insider–Outsider Partnerships at the District Level
Problematising power relations in ‘elite’ interviews
Negotiating face in feedback conferences
Examining 'Elite' Power Dynamics in Informant-Research Relations and Its Impact on Ethnographic Data Construction
Street Phenomenology
What is action ethnography? Reconsidering our intentions for impact in ethnographic practice
How to take sides
| Citation velocity | historical |
|---|---|
| Highly cited | No |