Table 2 Multiple data sources and their... | Emerald Publishing

Table 2

Multiple data sources and their descriptions

Data sources (frequency)	Descriptions
In-depth interviews (12)	We conducted 12 in-depth interviews with the following questions ❖ what are the details of working as KYYs and their brokerage work, e.g. Could you describe what tasks you perform as KYYs and how you conduct your work in daily practice? ❖ What are their perceptions of identity in the role of KYYs, e.g. What roles do you play in brokering work? In your opinion, do you see yourself more as a researcher, a practitioner or in some other role? ❖ how they are proactively engaged in the conversation between internal ideas (their values and understanding about education and KYYs’ work) and external requirements to make sense of their unique positions as pracademics, e.g. Do you experience some important events or conflicts in performing the roles of KYYs in practice? How do you understand and deal with these events or conflicts?
Participative observations (5)	We participated and observed online and offline activities conducted by KYYs ❖ school visits offering timely support for teachers’ research projects in September and December 2022 (2) ❖ offline school-based professional development workshops aimed at improving school-based reform projects in December 2022 (1) ❖ online school-based professional development workshops aimed at improving school-based reform projects in March and July 2021 (2)
Documents (12)	We collected the following documents ❖ formal publications (mainly books) (2) ❖ reflective journal articles (3) ❖ short essays published through the social media platform of KYYs (e.g. the Wechat Official Account) (5) ❖ Opinions on Strengthening Educational Scientific Research in the New Era (2019–10–13) http://www.moe.gov.cn/srcsite/A02/s7049/201911/t20191107_407332.html ❖ Shanghai Chronicles Office. Shanghai General Education Annals. (2018–01–04) https://www.shtong.gov.cn/difangzhi-front/book/detailNew?oneId=1andbookId=164607&parentNodeId = 164,717&nodeId = 220,902&type = -1

Data sources (frequency)	Descriptions
In-depth interviews (12)	We conducted 12 in-depth interviews with the following questions❖ what are the details of working as KYYs and their brokerage work, e.g. Could you describe what tasks you perform as KYYs and how you conduct your work in daily practice? ❖ What are their perceptions of identity in the role of KYYs, e.g. What roles do you play in brokering work? In your opinion, do you see yourself more as a researcher, a practitioner or in some other role? ❖ how they are proactively engaged in the conversation between internal ideas (their values and understanding about education and KYYs’ work) and external requirements to make sense of their unique positions as pracademics, e.g. Do you experience some important events or conflicts in performing the roles of KYYs in practice? How do you understand and deal with these events or conflicts?
Participative observations (5)	We participated and observed online and offline activities conducted by KYYs❖ school visits offering timely support for teachers’ research projects in September and December 2022 (2) ❖ offline school-based professional development workshops aimed at improving school-based reform projects in December 2022 (1) ❖ online school-based professional development workshops aimed at improving school-based reform projects in March and July 2021 (2)
Documents (12)	We collected the following documents❖ formal publications (mainly books) (2) ❖ reflective journal articles (3) ❖ short essays published through the social media platform of KYYs (e.g. the Wechat Official Account) (5) ❖ Opinions on Strengthening Educational Scientific Research in the New Era (2019–10–13) http://www.moe.gov.cn/srcsite/A02/s7049/201911/t20191107_407332.html ❖ Shanghai Chronicles Office. Shanghai General Education Annals. (2018–01–04) https://www.shtong.gov.cn/difangzhi-front/book/detailNew?oneId=1andbookId=164607&parentNodeId = 164,717&nodeId = 220,902&type = -1

Source(s): Table created by authors