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The advantage of planning an interviewing study involves potentially learning not only about the participants, but also about how our own backgrounds enable us to gain information about larger societal issues that we might not have noticed before. Without the ethical imperative, we would miss out on such essential knowledge because it would be taken for granted. Researchers tend to get caught up in the conversational aspects of the interview without analyzing the social dynamics behind the interaction.
Research on teaching and teacher research. Educational Researcher, 19(2), 2–11. , & Lytle, S. L. (1993a). Research on teaching and research. In M. Cochran-Smith & S. ), Inside/Outside: Teacher research and knowledge (pp. 5–22). New York, NY: Teachers College Press. , & Lytle, S. L. (1993b). Teacher research: a way of knowing. In M. Cochran-Smith & S. ), Inside/Outside: Teacher research and Knowledge (pp. 41–62). New York, NY: Teachers College Press. , & Lytle, S. (2009). Constructive disruption: Practitioner research and university culture.
In sociolinguistics, the presence of the interviewer is taken into account as the conversation proceeds. Talking with a researcher would be different than a colleague, as in the case of a teacher who immediately asked Olsen if he had any materials on teaching grammar in response to his comment on how students did not usually like being taught grammar skills. McCarty, Romero, and Zepeda (2006) analyzed transcripts from interviews with indigenous Native American students to create counternarrative perspectives from the viewpoints of tribal language speakers who were in the process of learning English.