Qualitative Research as an Area to Co-existence and Co-creation of the Subjects of Research – Pupils and Teachers. From a Teacher Filled with the Spirit of Research Through Living Laboratories to the Creative Research and the Research that Creates

Abstract

These aspects are not widely discussed in the methodological literature, meanwhile they are important for the emergence of synergy-a characteristic feature of qualitative research. The article also points to concepts that are important for the coexistence and co-creation of the research subjects-concepts of John McKernan that concern the teaching research in action and Living Laboratories, and creative research. The author's concept is also presentedresearch that creates, whose special feature is the coexistence and co-creation of research subjects. Those aspects of qualitative research should be highlighted in wide seeing at teacher research in their own daily practice. In this job, all is the research-meeting the student, evaluation, improving teaching methods, etc.

The Subject-Participatory Paradigm in Correlation with the Constitutive Features of Pedagogical Qualitative Research: A Personalistic Perspective

“…The constitutive features of qualitative research include the personalitivity connected with the holistic approach, interactivity, discursiveness, idiomaticity, emergency, synergy, the researcher following participants in the research, and contextuality (Ciechowska, 2018;Kubinowski, 2013;Szmidt, 2018). It is worth noting that co-existence and co-creation stimulate and strengthen the motivation and curiosity of the researcher and participants of the research (Ciechowska, 2020;Clark, 2010). Thus, curiosity should be present at every stage of research, as emphasized by Szmidt (2018), who treats methodological creativity as a component of scientific creativity.…”

“…It reveals an intractable and transactive, personalistic relationship that may result in building a more mature community who are aware of the research goals. It also indicates the need for the valuable coexistence and co-creation of the participants (Ciechowska, 2020) in a friendly, safe atmosphere. Here, the researcher takes up the challenge of becoming a reflective leader, expert, consultant, or manager who accompanies and helps them, encourages them to share opinions throughout the process, explains the principles of the research method or data collection techniques, etc.…”

Ignatian Spirituality as Inspiration for a Pedagogical Theory of Accompaniment

“…Collaboration and cooperation (including the research subjects throughout the research), as well as co-creation (mutual interaction between two full-fledged subjects of research), indicate the formative dimension of the relationships established between these subjects (Ciechowska, 2020 ). Thus, these relationships make us aware that the tasks Ignatian pedagogy assigns to an educator can be fulfilled when there is a relationship between the subjects of the educational process (the pupil and the educator) that expresses mutual respect and trust, thereby resulting in a change in the established patterns of thinking in both subjects.…”

Biography as a Spatial Frame of Meanings: A Proxemic Analysis in Pedagogical Narrative Analysis

“…The social sciences are characterized by an increasing diversity of approaches to narrative analysis, which is indicative of its immense research and educational potential. Collecting, analyzing, and interpreting narratives are inherent elements of a qualitative research strategy and they designate a specific role for the researcher and the respondent (Ciechowska, 2020). In building a story in which the respondent plays a major role, they become a significant source of knowledge about themselves and the world they live in.…”