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Abstract

In this study, we were interested in understanding writing teachers’ perspectives on being participants in qualitative research. After conducting two independent case studies with one elementary school and one middle school writing teacher, the researchers brought the cases together to explore what it meant for the teachers to participate in research. Particularly, the researchers were interested in understanding how the teachers perceived research to influence their reflection and classroom practice. During retrospective interviews, they discussed how participating in research supported their reflective practice and the extent to which they valued a trusting relationship and philosophical alignment with the researcher. In addition, the teachers stated that by being researched, they were contributing positively to educational research. These findings suggest that researchers should be attentive to the ways in which they cultivate rapport with teachers, particularly through professional networks and learning communities.