Temat: Reflective Research

Skocz do pozycji: 1.

Tytuł:: An Ethnographic Account of Doing Survey Research in Prison: Descriptions, Reflections, and Suggestions from the Field
Autorzy:: Sutton, James
Tematy:: Field Research
Survey Research
Total Institution
Incarceration
Prison
Ethnography
Reflective Research; Pokaż więcej
Data publikacji:: 2011-08-30
Powiązania:: https://bibliotekanauki.pl/articles/2138741.pdf Link otwiera się w nowym oknie
Źródło:: Qualitative Sociology Review; 2011, 7, 2; 45-63
1733-8077
Pojawia się w:: Qualitative Sociology Review
Opis:: This article presents an ethnographic account of my day-to-day experiences as a survey researcher in men’s prisons in the United States. I outline challenges I encountered in the field and share personal reflections on interviewing people who are incarcerated. I then put forth a series of implications and suggestions for those who plan to conduct similar studies. Researchers’ firsthand accounts of the data collection process and research settings are crucial because they provide instruction for other scholars. Yet, these aspects of doing research are conventionally ignored in survey researchers’ scholarly publications. Accordingly, this article presents an examination of my work as a survey researcher through an interpretive frame, calls for reflective approaches to conducting quantitative research, and provides a primer on doing research in prison settings.
Dostawca treści:: Biblioteka Nauki

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Skocz do pozycji: 2.

Tytuł:: Badanie w działaniu jako strategia rozwijania warsztatu badawczego licencjatów w świetle ich doświadczeń
Autorzy:: Kwiatkowska, Wioletta
Skibińska, Małgorzata
Tematy:: action research, research tool kit, seminar, reflective practitioner
badanie w działaniu
warsztat badawczy
seminarium
refleksyjny praktyk; Pokaż więcej
Data publikacji:: 2019
Powiązania:: https://bibliotekanauki.pl/articles/607077.pdf Link otwiera się w nowym oknie
Źródło:: Lubelski Rocznik Pedagogiczny; 2019, 38, 4
0137-6136
Pojawia się w:: Lubelski Rocznik Pedagogiczny
Opis:: The article presents the authors’ reflections on the application of action research strategy in developing the research toolkit of undergraduates at the Nicolaus Copernicus University Faculty of Pedagogical Sciences. The research was based on students’ opinions on conducting research using the action research strategy. Opinions were collected using semistructured interviews, which were recorded and transcribed. The study involved 16 students of pedagogy, participants of a proseminar and a diploma seminar. The students were preparing to work on their diploma theses and conduct a research process. The selected students elected to implement the action research strategy into their scientific activity. Data collected during the interviews attest to the usefulness of the adopted strategy which the respondents found helpful in solving educational issues in the examined communities. The undergraduates presented their opinions on action research, methods of identifying research problems, and the benefits of implementing action research in the course of scientific research activities. They also indicated difficulties in carrying out action research and stated research competencies recommended to equip future teachers with.
Artykuł prezentuje refleksje Autorek dotyczące zastosowania strategii badań w działaniu w rozwijaniu warsztatu badawczego licencjatek Wydziału Nauk Pedagogicznych Uniwersytetu Mikołaja Kopernika w Toruniu. Podstawą rozważań były opinie studentek dotyczące realizacji badań w strategii badań w działaniu, zebrane podczas wywiadów częściowo ustrukturyzowanych, które zarejestrowano i poddano transkrypcji. W badaniu wzięło udział 16 studentek pedagogiki. Były to uczestniczki proseminarium i seminarium dyplomowego, które rozpoczynały przygotowania do opracowania pracy dyplomowej i prowadzenia procesu badawczego. Wybrane studentki podjęły decyzję o wdrożeniu tej strategii badań w swoich działaniach naukowych. Wypowiedzi respondentek świadczą o użyteczności przyjętej strategii prowadzącej do osiągania rozwiązań problemów edukacyjnych w badanych społecznościach. Prezentują własną perspektywę spostrzegania badań w działaniu, sposoby identyfikacji problemu badawczego oraz korzyści wynikające z zastosowania badania w działaniu w pracy nad projektem badawczym. Wskazują również trudności w realizacji badań w działaniu oraz kompetencje badawcze, w które warto wyposażyć przyszłych nauczycieli.
Dostawca treści:: Biblioteka Nauki

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Skocz do pozycji: 3.

Tytuł:: Anja Pabel, Josephine Pryce, and Allison Anderson (Eds.), Research Paradigm Considerations for Emerging Scholars, Channel View Publications, Bristol–Blue Ridge Summit 2021, https://doi.org/10.21832/9781845418281
Autorzy:: Ligus, Rozalia Małgorzata
Tematy:: paradigms considerations
reflective practice
research design
knowledge coproduction
qualitative research.; Pokaż więcej
Data publikacji:: 2021-12-31
Powiązania:: https://bibliotekanauki.pl/articles/1931978.pdf Link otwiera się w nowym oknie
Źródło:: Kultura i Edukacja; 2021, 4(134); 279-286
1230-266X
Pojawia się w:: Kultura i Edukacja
Opis:: Research Paradigm Considerations for Emerging Scholars (2021), edited by Anja Pabel, Josephine Pryce, and Allison Anderson, published by Channel View Publication (DOI: 10.21832/9781845418281), is notable among methodological publications for its scientific openness and permission to experimentation in the research process. The book’s target audience is postgraduate HDRs, emerging scholars and higher-degree supervisors, lecturers in methodology seeking to enhance their reflexivity. According to the authors, it is the reflexive approach that differentiates this book from other methodological books, especially those intended for researchers who are in the process of development regardless of their academic status. Among Polish methodological books there is no publication which as clearly as the book Research Paradigm Considerations… encourages the development of cognitive research curiosity by applying and developing already known paradigms but also by modifying them depending on the socio-cultural context of the research. I recommend this book to anyone who is looking for practical applications of paradigms, but the subject of their research cannot be clearly categorized.
Dostawca treści:: Biblioteka Nauki

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Skocz do pozycji: 4.

Tytuł:: Reflexivity as a characteristic of pedagogical research
Autorzy:: Anna, Perkowska-Klejman,
Tematy:: reflexivity
multi-paradigmatic
pedagogical research
reflective studies; Pokaż więcej
Data publikacji:: 2019-01-15
Powiązania:: https://bibliotekanauki.pl/articles/890461.pdf Link otwiera się w nowym oknie
Źródło:: International Journal of Pedagogy, Innovation and New Technologies; 2018, 5(2); 34-50
2392-0092
Pojawia się w:: International Journal of Pedagogy, Innovation and New Technologies
Opis:: The article presents reflexivity as an important attribute of pedagogical research. Introduction contains a brief historical outline of the tradition of social and humanistic research (from the positivist paradigm to the relativization, from a single paradigm to multiplicity of paradigms). Nowadays a pluri-paradigmatic approach became more popular amongst in methodology and is equated with the maturity of discipline. The main part of the article presents the most important assumptions of reflective studies. The first premise concerns cognition, which will never be completely certain and objective. Researcher could remain impartial. Knowledge is socially and personally involved. The most common feature in contemporary world descriptions is changeability. No research – and especially reflexive – can/should be planned or carried out without knowing the theory of the research subject. There are no isolated phenomena in the socio-cultural reality surrounding humanity. Reflexive studies recognize the relationship between the subjective perspective of the subject and the objective structure that creates the living space of the subjects studied. The reflexive stream of study does not have to lead to the creation of new theory.
Dostawca treści:: Biblioteka Nauki

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Skocz do pozycji: 5.

Tytuł:: Using Unstructured Cognitive Maps to Analyse the Reflective Thinking of Teachers: Results of Qualitative Research
Autorzy:: Sántha, Kálmán
Tematy:: beliefs
unstructured cognitive map
qualitative research
reflective thinking; Pokaż więcej
Data publikacji:: 2020-06-30
Powiązania:: https://bibliotekanauki.pl/articles/1963537.pdf Link otwiera się w nowym oknie
Źródło:: The New Educational Review; 2020, 60; 151-164
1732-6729
Pojawia się w:: The New Educational Review
Opis:: In recent years, discourse in education sciences has focussed on the study of the reflective thinking of teachers. Researchers, however, do not agree on how the reflective thinking of teachers can be measured. This qualitative study looks for an answer to the question whether a cognitive map is suitable for the discovery of teachers’ reflections. The study analyses the reflections of a secondary school teacher of mathematics using an unstructured cognitive map. The sample was selected on the basis of availability. The analysis of the map was done deductively, in a concept-driven way, on the basis of the number of contacts (edges) and concepts, central, peripheral and isolated concepts and their degrees, and the levels of the map. The teacher involved was recorded commenting on the process of map-making, which was then transferred to writing. The text corpus was then analysed inductively, in a data-driven way. The results show that the teacher interpreted his own activity - which depends on pedagogical knowledge, beliefs and pedagogical situations - in a complex manner. The filter function of beliefs can be observed when the teacher’s activities and thinking did not match because some internal and external factors. The data from the map contributed to analysis of reflections and the analysis of the map added new elements to existing techniques.
Dostawca treści:: Biblioteka Nauki

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Skocz do pozycji: 6.

Tytuł:: Exploring the Reflective Thinking of Teachers with Structured Unstandardised Network Cards
Autorzy:: Sántha, Kálmán
Tematy:: reflective thinking
structured unstandardised network cards
teacher
evaluation
qualitative research; Pokaż więcej
Data publikacji:: 2023-06-30
Powiązania:: https://bibliotekanauki.pl/articles/2233929.pdf Link otwiera się w nowym oknie
Źródło:: The New Educational Review; 2023, 72; 253-268
1732-6729
Pojawia się w:: The New Educational Review
Opis:: This paper aims to use the methodological characteristics of ego-centred networks in studying teachers’ reflective thinking. This qualitative research illustrates how structured unstandardised network cards, including text corpora and visual elements, can be used in exploring the reflective thinking of a long-serving, experienced teacher. Structured unstandardised network cards ensured the openness of analysis through three factors: the undefined number of circles, the free association of topics concerning teachers’ activities, and comments on these topics. The basis of the analysis was a data-driven, inductive analysis of many concentric circles containing concepts and sectors and the text corpus of the commentary made during the creation of the network card. The reflections concerned the teacher’s career, position, and tasks in the institution. The results discovered the content nodes of reflective thinking, disclosed individual beliefs, and indicated the diversity of pedagogical knowledge. The concepts of ‘human’, ‘teacher’, ‘communication–cooperation’, and ‘renewal’ were included in a complex system by the network card sectors of ‘exercise’, ‘health’, ‘hobby’, ‘free time’, ‘soul’, and ‘family, friends, and colleagues’. Structured unstandardised network cards can explore teachers’ reflective thinking and broaden the research methodology of the topic.
Dostawca treści:: Biblioteka Nauki

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Skocz do pozycji: 7.

Tytuł:: Nauczyciel – badacz. O zastosowaniu badania w działaniu przez nauczycieli i przyszłych nauczycieli języków obcych
Autorzy:: Witkowska, Magdalena
Tematy:: action research
reflective teachers
training FL teacher-trainees
developing FLteachers’ skills; Pokaż więcej
Data publikacji:: 2021-12-22
Powiązania:: https://bibliotekanauki.pl/articles/1929252.pdf Link otwiera się w nowym oknie
Źródło:: Język. Religia. Tożsamość; 2021, 2(24) B; 125-139
2083-8964
2544-1701
Pojawia się w:: Język. Religia. Tożsamość
Opis:: Action research (AR) as a research method has been recommended in the process of educating foreign language (FL) teachers as well as developing their teaching skills for decades. Many teacher education experts, including Elliott (1991) are of the opinion that the method contributes to teachers’ professional develpoment as they can extend their theoretical knowledge of the processes of learning and teaching through gaining the practical knowledge. Moreover, action research evokes the need for reflection upon one’s teaching activities. One may wonder whether FL teacher-practitoners apply AR in their teaching and how, if at all, it influences their classroom teaching. In order to learn about it, the author of the article conducted a questionnaire which provides interesting information about FL teachers’ attitude towards AR. The article aims at promoting AR as well as encouraging FL teachers and teacher-trainees to use the method in their work.
Dostawca treści:: Biblioteka Nauki

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Skocz do pozycji: 8.

Tytuł:: Post-method Pedagogy in Moroccan EFL Classrooms: Public High Schools in Meknes City as a Case
Autorzy:: Aymane, Sbai, Mohamed
Tematy:: Post-method Pedagogy
Method-based pedagogy
Action Research
Teacher Education
Eclecticism
Critical Pedagogy
Teacher’s Development
Reflective Teaching; Pokaż więcej
Data publikacji:: 2019-07-12
Powiązania:: https://bibliotekanauki.pl/articles/890519.pdf Link otwiera się w nowym oknie
Źródło:: International Journal of Pedagogy, Innovation and New Technologies; 2019, 6(1); 71-93
2392-0092
Pojawia się w:: International Journal of Pedagogy, Innovation and New Technologies
Opis:: The ultimate goal of this paper is to investigate the pedagogical views and attitudes of Moroccan high school teachers towards Method-based pedagogy. It attempts to investigate the extent to which teachers are satisfied with and committed to conventional methods. Also, the paper aims at investigating the alternative practices teachers are more likely to resort to in order to compensate for the limitations of conventional methods. In addition to this, a further objective of this study is to investigate the extent to which pre-service teacher training programs in Morocco are aware of the challenges of the post-method era. This is measured through their awareness of the requirements of the post-method era and the extent to which teacher trainers concern themselves with equipping the prospective teachers with the necessary skills to be reflective researchers and responsibly eclectic teachers. In this respect, the data collection instruments opted for in the present study ranged from quantitative to qualitative in nature. The findings reveal that the vast majority of Moroccan high school teachers (P=78%) are dissatisfied with conventional methods and - (P=96%) of them- are not committed to one or two teaching methods. The vast majority report that they resort to an eclectic approach to language teaching due to the impracticality and inflexibility of the established methods. Most teachers (P=80%) admit that they use a random eclecticism as they rely mainly on their intuitive rather than principled judgments. In this regard, interviews with teacher trainers and supervisors also reveal that pre-service teacher training programs in Morocco limit themselves only to training the prospective teachers to use methods and approaches without training them to be responsibly eclectic. The findings also show that the majority of teachers do, to some extent, know about classroom research; however, they - (P=72%) of them- have never conducted it inside their classrooms. The teachers (P=57%) attribute this to the lack of financial support and to the fact that they are not well-trained to conduct research inside their classrooms. Finally, the results of this study imply many suggestions of which we mention: the introduction of a post-method pedagogy in the Moroccan pre-service teacher training programs, equipping teachers with the methodological tools necessary as well as supporting them financially to conduct classroom-research for the purpose of constructing teaching methodologies that suit the needs to the very specific students and contexts within which they work.
Dostawca treści:: Biblioteka Nauki

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Skocz do pozycji: 9.

Tytuł:: INTERCULTURAL EXPERIENCES FROM THE PERSPECTIVE OF NARRATIVE INTERVIEWING: METHODOLOGICAL PITFALLS AND CHALLENGES IN THE EYES OF THE STUDENT AND THE TEACHER
Autorzy:: Wąsikiewicz-Firlej, Emilia
Tematy:: methodology of narrative research
narrative interview
students as researchers
reflective teacher
metodologia badań narracyjnych
wywiad narracyjny
studenci jako badacze
refleksyjny nauczyciel; Pokaż więcej
Data publikacji:: 2020-12-31
Powiązania:: https://bibliotekanauki.pl/articles/1036474.pdf Link otwiera się w nowym oknie
Źródło:: Neofilolog; 2020, 55/2; 307-326
1429-2173
Pojawia się w:: Neofilolog
Opis:: This paper attempts to take a critical look at the narrative interview in order to identify the methodological pitfalls and challenges posed by this widely-applied research tool. It analyses the research process in a project involving sixty-four 3rd year students of applied linguistics at a large university in western Poland in the summer term of the academic year 2018/2019. The project included three stages: (1) interviewing a person from another country studying in Poland about their intercultural experiences; (2) transcribing the interviews and (3) presenting the results of their analysis in the form of a written report. On completion of their assignments, the students were asked to share their reflections on all stages of their research in an anonymous survey study. The questionnaire data was juxtaposed with analysis of the student transcripts and reports in order to identify and compare the student and the teacher perspectives on methodological aspects of narrative research. The outcomes of the survey study show that the students, as inexperienced or even first-time researchers, mostly focused on their language proficiency and technical aspects of the interview, while the teacher/researcher pointed primarily to flaws in the formulation of the interview questions and lack of subsequent probing questions, which resulted in superficial responses or even at times deprived the interview of a narrative character. The study also documented the evolution of students as researchers and its results might be applicable for teachers offering courses in academic writing or BA/MA seminars.
Dostawca treści:: Biblioteka Nauki

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Skocz do pozycji: 10.

Tytuł:: Nachbarsprache & buurcultuur. Ergebnisse der wissenschaftlichen Begleitung eines Schulaustauschprojektes in der deutsch-niederländischen Grenzregion
Nachbarsprache & buurcultuur: Results of the academic critical monitoring of a school exchange project in the German-Dutch border region
Autorzy:: Jentges, Sabine
Sars, Paul
Tematy:: Schulaustausch
Begegnungen
Nachbarsprachen
plurikulturelles und kulturreflexives Lernen
Mehrsprachigkeit, Kooperationsforschung
school exchange
encounters
neighbor languages
pluricultural and culture-reflective learning
multilingualism
cooperation research; Pokaż więcej
Data publikacji:: 2022
Powiązania:: https://bibliotekanauki.pl/articles/15013934.pdf Link otwiera się w nowym oknie
Źródło:: Glottodidactica. An International Journal of Applied Linguistics; 2022, 49, 2; 67-89
0072-4769
Pojawia się w:: Glottodidactica. An International Journal of Applied Linguistics
Opis:: In the years 2017–2021, the school exchange project Nachbarsprache & buurcultuur was carried out in the German-Dutch border region and funded by the EU as an Interreg Va-project. During the entire project period, the exchanges that took place were critically monitored. In this article, we (as project managers from the Dutch side) go into the available scientific findings and basic requirements for ‘successful’ encounters in school exchanges, as well as selected critical results from the monitoring of the project Nachbarsprache & buurcultuur for the areas of pluricultural or culture-reflective and multilingual learning in exchanges.
Dostawca treści:: Biblioteka Nauki

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