Education research continues to embrace methodologies that incorporate the richness of teaching practice, perspective, and experience (Simon et al., 2010; Harel & Koichu, 2010). Such methodologies are purpose-built to adapt and change in response to the way that knowledge emerges and theory development evolves in the context of classroom practice. Research participants are pivotal to this emergence and evolution, and their involvement in research processes can be highly dynamic. It is argued that such methodologies may blur the boundaries between researcher and participant (Clarke, 2005), and of research and the researched (Letherby & Bywaters, 2007).