ABSTRACT
Investigating productive uncertainty in the work of teachers in the classroom requires a particular set of methodological tools whereby, in Grotsteins terms, in some way the O of the researcher can resonate with the O of the subject. This chapter considers the significant epistemological issues involved in attempting such integration as well as locating a particular approach within the broader arena of the rapidly developing field of psychosocial studies, and the particular subset of the field which makes use of modified infant observation approaches as a research tool. It approaches innovative when compared to most reported psychosocial studies, in that it uses a combination of observations and interviews as opposed to the typical use of observations alone, supplements narrative recording of observations with audio recording and uses a comparative category coding approach to interpreting case studies, which can enhance and extend the transparency and reach of psychosocial approaches.
