Lauko tyrimo metodologijos esmė ir dalyvaujančiojo tyrėjo patirčių įvairovės refleksija
LTStraipsnyje nagrinėjama lauko tyrimo metodologijos esmė. Lauko tyrimas suprantamas kaip žmonių gyvenamosios erdvės teorinė-praktinė tyrimo strategija, sudaranti tyrėjui galimybę įeiti į žmonių kasdienybės pasaulį ir būti jame kartu su tiriamaisiais. Aprašomos dalyvaujančiojo tyrėjo patirtys, kai jam tenka įvaldyti įėjimo į kitonišką bendriją, būvimojoje ir išėjimo išjos meną. Nurodoma, jog vienas iš svarbiausių uždavinių lauko tyrėjui yra nustatyti lauko vietą ir savo buvimo jame pozicijas. Paaiškinama, kaip reikta atsižvelgti į lauko tyrimo ypatybes, kai kiekvienas faktas, įvykis priklauso nuo daugelio veiksnių, o kiekvienas tiriamasis yra individualus, kitoniškas. Nurodoma, kokią vidinę dramą išgyvena tyrėjas, kai jis nuolat jaučia dichotoniją tarp suartėjimo su tiriamaisiais, įsijungimo, supratimo, atsitraukimo iš jų gyvenimo procesų. Aprašomos tyrėjo, kaip dalyvaujančiojo stebėtojo, patirtys, nurodomos tyrimo etikos taisyklės, laikantis kurių realizuojama vaidmenų įvairovė. [Iš leidinio]Reikšminiai žodžiai: Dalyvaujantysis tyrėjas; Etnometodologija; Kokybinio tyrimo metodologija; Lauko tyrimas; Patirčių refleksija; Savireflektyvumas; Ethnomethodology; Field resarch; Field research; Methodology of qualitative research; Participating researcher; Participatory observer; Reflection of the experience; Selfreflectivity.
ENArticle substantiates the specificity of application of ethnomethodological tradition in qualitative educational research. The situation is examined when researchers find themselves in the field of research, where the dichotomy of life experiences of researchers and research subjects manifests itself. It is revealed how this dichotomy can be mitigated by switching from the role of the researcher-observer to the participatory researcher. The specificity of the field research – its reflectivity – is emphasised, when the researcher's experience becomes the object of a continuous understanding analysis, where the researcher acquires new experiences, important for his/her entrance to the field, staying in it and retreating from it. Field research is viewed as a variety of the methodology of qualitative research, meaning a certain strategy of qualitative research. This is a 'lived space' research methodology, research theory and practice, which offers the researcher an opportunity to visit 'strange', different worlds, unknown to him/her. Field researcher becomes similar to a traveller who finds himself in an unfamiliar subculture and due to this often experiences the situation of a cultural shock. S/he has to manage the situation of entering such a situation, staying in it and leaving it. Field research allows the researcher to have a new look at the theory and practice of qualitative educational research and to strive for the depth of the 'lived space' during the participatory unstructured observation.That is why the research is always reflective from the point of view of the researcher, because it includes not only research participants' but also the researcher s experiences that are in essence socially constructive, allowing not only creating unique individual experiences in every case of research but also understanding their universal scientific importance. The researcher is always a participatory observer, the one who has to master understanding of the context of the daily life of the research subjects, through which they interpret their world as agents/players. However, it is difficult to internalise cultural examples of the life of others, because the researcher has to have 'a vision from the inside' and 'a vision by the inside'. The researcher by staying in the field always performs an analysis, while analytical work makes him/her return to the research field situation again and formulate new questions for the research subjects. That is why a participatory, unstructured observation is the only method enabling the researcher to know the reality without any filters. It is connected with the deep motivation of the researcher and research subjects by special communicative skills, by expression of goodwill in the relationships with informants. This methodology helps to realise new qualitative educational research practices, as any qualitative research takes place in the conditions of the filed, in the natural living environment of the research subjects. [From the publication]
