International Portal of Teacher Education
The online resource of academic content on teacher training and teacher education
Section archive - Research Methods
Page 15/30
291 items
141
This paper examines the educational potential of an arts-informed performance ethnography which comprises a series of stories, songs and poems. As a classroom action research project - a 'teaching experiment' – the authors gave three performances to undergraduate and postgraduate sport and health science, physiotherapy, and occupational therapy students at two universities in the United Kingdom. By considering student responses in relation to narrative theory, the authors explore how performance ethnography can contribute to learning, critical reflection and transformation among students more familiar with scientific approaches to research and teaching.
Published: 2010
Updated: Jan. 23, 2011
142
In this article, the authors describe the challenge of teaching action research within the context of an undergraduate community health psychology module. The module was designed using principles from transformative learning, critical pedagogy and action learning. The module took place over one semester; and 15 students participated in the module. The authors reflect upon the students' experiences in the module and the learning outcomes. The authors conclude by addressing the major challenges involved in teaching action research to increase critical understanding.
Published: 2010
Updated: Jan. 23, 2011
143
In this article, the authors focus on an analysis of critical issues in supporting teacher educators conducting a self-study. The authors have found seven issues critical to enhancing the chances of self-studies being beneficial to the practice of teacher education as well as to the further development of a knowledge base for teacher education.
Published: 2010
Updated: Dec. 03, 2010
144
A type of studies called ‘Governance Studies’, ‘Governance Research’ or ‘Governance Perspective’ has recently evolved in German-speaking social sciences. The goal of this article is to make accessible the strand of research which has not yet been extensively published in languages other than German. Further, the article intends to explore its links and relationships to other European research approaches.
Published: 2010
Updated: Oct. 29, 2010
145
The article illuminates three early–mid career teachers’ self-study inquiries, focusing on mask work. Through mask inquiries, the teachers constructed, deconstructed and disclosed to themselves narratives of personal/professional identity. Subsequent improvisation with their masks is shown to engage teachers emotionally with tensions and dissonances within and between their various personae and personal, professional and political contexts at each of their respective career life phases.
Published: 2010
Updated: Oct. 17, 2010
146
In this conceptual article, the author considers two apparently contradictory dynamics in learning. First, the Winnicottian notion of the split-off intellect, in which individual subjectivity is skewed toward thinking and away from affect. Second, an inversion of the first notion, in which affect splits off to form the central domain of experience, relationship, and defense against difficulty.The author uses narratives from several contexts in her own educational history – a student-teaching experience, a graduate course in educational theory, and my work as a preservice teacher educator-to discuss these two notions.
Published: 2010
Updated: Oct. 12, 2010
147
This article investigates the experiences of preservice and in-service teachers through intentionally created narrative inquiry (Connelly & Clandinin, 2006) spaces within three different service-learning engagements in Canada, Kenya, and Turkey. The authors argue thinking narratively suits the purpose of learning within service learning, highlighting the potential this kind of work holds for preservice and in-service teachers' professional identities in school contexts shaped by diversity.
Published: 2010
Updated: Sep. 05, 2010
148
In this study, the authors described an action research project enacted by a veteran Kindergarten teacher (Sarah) in the context of a professional development program. Over the course of a year, Sarah collaborated with other teachers in a small group to investigate how to use “Science Talks” to promote student learning in Kindergarten classrooms. Based on a rich set of data sources, the authors concluded that Sarah’s action research improved student learning and led to her own professional growth.
Published: 2010
Updated: Sep. 05, 2010
149
This article reports on a programme in which senior advisers from different regions in Croatia developed action research projects in Croatian schools. The authors wanted to learn: How educational action research might be used by advisers and teachers in Croatia; and how educational action research is understood in this context. The authors found that the concept of action research was thoroughly understood by nearly all the advisers; the principles of action research were produced evidence of practical change, collaboration and mutual understanding.
Published: 2010
Updated: Jul. 20, 2010
150
In this article, the authors seek to (1) investigate the applicability of theories of insider/outsider status to research conducted by and with multiracial individuals, (2) interrogate their own research experiences as multiracial scholars conducting research with multiracial students, and (3) identify implications from their analysis for other researchers. The authors conclude that understandings of methodological terms related to monoracial populations are limited in their applicability to research with multiracial individuals.
Published: 2010
Updated: Jul. 13, 2010