| Abstract: | This article focuses on the author's work as a researcher‐teacher, examining storytelling activities of preschool children in her own classroom. By examining ways in which one university‐based researcher dealt with the demands of being both teacher and researcher, this paper proposes that university‐based researchers who take on the role of teacher both construct and define an enactment‐of‐self in the classroom. In a Janus‐faced kind of interplay, the researcher draws on teacher skills, and the teacher draws on the research perspective and continuously walks the line between the moment‐to‐moment demands of each role. |
