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The aim of this article is to address some aspects of a cross-cultural interview study conducted in a PhD research project. This is done by reflecting on and discussing the influence of language and culture on the research process, as experienced by the researcher.

The experiences have been taken from an interview study with fifteen American participants in which the researchers were Norwegian. The interviews were conducted in English.

By offering insights into experiences of the research process in a cross-cultural interview study, the article connects the discussion to the concepts of positionality and reflexivity. These concepts are found to be especially relevant when managing differences between the researcher and participants in cross-cultural studies, and for improving the trustworthiness of the research.

The experiences and reflections discussed in the article may be useful to other researchers in similar (cross-cultural) research contexts and situations.

This article has been inspired by the experience of conducting research in a second language and in a different country. By drawing on a researcher’s point of view, this article reflects on these aspects when working as a visiting researcher doing international research.

The purpose of this study is to explore schoolteachers’ experiences of knowledge sharing as a source of informal learning in the workplace when teaching new education programs on financial literacy and entrepreneurial skills.

This study is based on interviews with American schoolteachers teaching education programs provided by Junior Achievement USA that aim to equip pupils with practical skills in financial literacy and entrepreneurship to improve their work-readiness in adult life.

The findings of this study indicate that knowledge sharing is a source of informal learning among the teachers when dealing with the JA programs. This takes place through collaboration in communities of practice. Experienced teachers (who have previously taught the programs) are especially valuable in sharing their insights and helping the teachers prepare their teaching. Such knowledge-sharing practices help the schoolteachers to improve their practices. Having a supportive social culture encourages knowledge sharing between schoolteachers, but more time is needed to prioritize this kind of collaboration between co-workers.

Teaching financial literacy and entrepreneurship through pupil-driven activities can be experienced as different from teaching regular subjects, and teachers in the study seem to benefit from sharing experiences when it comes to preparing or adding to their teaching. The findings suggest that to facilitate knowledge-sharing practices can be helpful to schoolteachers when introducing new topics and pedagogical methods in schools.