Research Information System
British Educational Research Association Early Career Researchers Conference, Leeds, England, 05 June 2024, pp.52, (Summary Text)
This study seeks to address the gap in the literature by investigating the researchers' reflections on their project management experiences in a teacher training project. Resting on this purpose, the study pays a retrospective and prospective visit to researchers’ experiences in training to educate in-service teachers on how to engage in intercultural discourse in their
classrooms. The study is informed by Mezirow’s (1991) transformational learning theory which suggests
that making meaning involves learning through deep introspection. The researchers used collaborative
autoethnography (Chang et al., 2013) as a qualitative research methodology. Since the researchers as
participants of this study shared their reflections on a project they co-investigated, shifting from individual
to collective agency aligns with the relationship-building and collective action function of the collaborative
autoethnography method. The findings of this study aligned with the theme of the conference and suggest
that project management is one of the essential skills of becoming an educational researcher for
contributing to the education field and serving the community through training in-service teachers.