ABSTRACT
Ethnography and fieldwork provide the framework within which some of the techniques we explore can be placed. Not every qualitative researcher will be engaged in full-blown ethnography or lengthy periods of field research, but they will all be engaged in fairly close involvement with the data and usually the context which produced those data. Central to ethnography is, of course, observation. This model of research offers teachers unique opportunities to trade on their own knowledge and involvement in their own settings to investigate the processes of teaching and learning.
