{"id":2843,"date":"2019-06-05T10:54:03","date_gmt":"2019-06-05T10:54:03","guid":{"rendered":"https:\/\/www.editage.com\/insights\/my-fieldwork-gave-me-5-important-lessons\/"},"modified":"2025-01-15T06:33:11","modified_gmt":"2025-01-15T06:33:11","slug":"my-fieldwork-gave-me-5-important-lessons","status":"publish","type":"post","link":"https:\/\/www.editage.com\/insights\/my-fieldwork-gave-me-5-important-lessons","title":{"rendered":"My fieldwork gave me 5 important lessons!"},"content":{"rendered":"

Okay, before I write about fieldwork, let me say that this post was partly inspired by this writer\u2019s block of mine for my first results chapter; it has been there since I first started writing the first results chapter (I\u2019ve since finished my second results chapter), and despite my best effort to contain it by using the time to reflect on the presentation of my first results chapter and how data sources are used to answer my first research sub-question (which has been useful, I might add; my thinking was clearer), I am still bugged by it.<\/span><\/span><\/span><\/p>\n

So, to rekindle my own passion for my work, let me reflect back on what happened during fieldwork, and what I have learned from it. This post was generously edited by\u00a0FERSA Cambridge<\/a><\/span><\/span>, who suggested that it is best suited for my personal blog.<\/span><\/span><\/span><\/p>\n

It was first titled \u201cmessiness of fieldwork,\u201d but as FERSA thinks that it \u201creads more like a stream of consciousness,\u201d I have decided to rename it \u201cthoughts on fieldwork.\u201d<\/span><\/span><\/span><\/p>\n

\"Default<\/p>\n

I bumped into a friend at College just now, she had just returned from fieldwork and I quipped (and she agreed) that fieldwork was the best of time and it was also the worst of time, unintentionally quoting Charles Dickens from A Tale of Two Cities<\/i>.<\/span><\/span><\/span><\/p>\n

So, what happened during fieldwork and what have I learned from it?<\/span><\/span><\/span><\/p>\n

a)<\/b>\u00a0Participants and researchers are human beings, and human beings can be forgetful<\/b><\/span><\/span><\/span><\/p>\n

\"Default<\/p>\n

I once sat at a school reception for nearly an hour, waiting for a teacher because s\/he had forgotten that I was going to observe his\/her class that day. On the other hand, there was a time that I waited for an hour because\u00a0I\u00a0<\/i>was the one who forgot to let the participant know that I was going to come in!<\/span><\/span><\/span><\/p>\n

Then, there was the time when I forgot my railcard and bank card in an attempt to catch the train on time, which led to me now remembering to check whether I\u2019ve got both with me before I catch a train.<\/span><\/span><\/span><\/p>\n

b)\u00a0Logistics can be challenging<\/b><\/span><\/span><\/span><\/p>\n

Though I chose participants whose school was accessible by public transport, the fact that they were scattered all across East Anglia and the Home Counties meant having to deal with train\/bus rides (including delays!). This meant having to plan my day and time carefully so that I came to school on time.<\/span><\/span><\/span><\/p>\n

c)<\/b>\u00a0Some data sources can turn out to be irrelevant to the study<\/b><\/span><\/span><\/span><\/p>\n

I collected and transcribed a lot of data between September and December, only to realize in January that some of my data sources did not help with answering the research questions. Fortunately, I discovered this early on.<\/span><\/span><\/span><\/p>\n

d)<\/b>\u00a0Ethical issues can arise<\/b><\/span><\/span><\/span><\/p>\n

Some of my participants asked me for feedback on lessons that I observed. I was hesitant to do so at first as my feedback might influence the outcome of the study, which then raised the issue of ethics. I discussed this with my supervisor and we agreed that I should provide feedback if they asked for it, as it was within my professional capacity as a teacher. Not only that, providing feedback when they ask for it will help me form a trusting relationship with my participants.<\/span><\/span><\/span><\/p>\n

e) Your personal circumstances can influence fieldwork<\/b><\/span><\/span><\/span><\/p>\n

Fieldwork can be demanding. I had times during my fieldwork where I felt overworked, nervous,<\/ins><\/span><\/span> and questioned what I was doing. \u00a0I coped with this by talking to my supervisor, doing one thing at a time, and, most importantly, taking care of my own well-being.<\/span><\/span><\/span><\/p>\n

Having said that, fieldwork was the best of times, because:<\/span><\/span><\/span><\/p>\n