This article examines the role of gender difference in a qualitative interview from the theoretical lenses of the sociocultural perspective of teachers' identity in a localized context of Ph.D. field research. The study blends the researcher's critical reflections during interviewing female teachers in exploring their teacher identity and existing…

This study explores the complexities of qualitative fieldwork and unpacks the fieldwork dynamics drawing on critical reflections based on the experiences of interviewing primary level teachers in exploring their identities. I argue that qualitative fieldwork is not a one-shot, linear activity but a negotiated and relational task requiring a…

Classroom talk is an example of institutional discourse, based on asymmetrical distribution of communicative rights and obligations between teachers and students. Teachers hold power and solidarity relationships with their students. It has been assumed that, in general, women are more concerned with solidarity while men are more interested in…