Search results for: Qualitative research
Page 1/3 30 items
Meaningful teacher–student relationships are linked to a range of positive student outcomes. However, there is limited research on how teacher education programs attempt to prepare teachers to form relationships with students. This article employs comparative case methodology to explore how two different teacher residency programs—No Excuses Teacher Residency and Progressive Teacher Residency—attempt to prepare their teacher residents to form meaningful relationships with students. Drawing on theoretical work by Martin Buber and Paulo Freire, this article finds two very different approaches to teacher–student relationships: Instrumental and Reciprocal. It concludes by discussing the implications of each.
Updated: Aug. 25, 2021
Calls for the renewal of teacher preparation through clinical practice have left many novice teacher educators to learn on the job. This article reports on the research of two such novices, studying their own practice. Addressing the need to better understand the approaches teacher educators take to clinically grounding their work, the authors used a hermeneutic approach to naturalistic inquiry to study their use of an inquiry community framework in a teacher preparation clinical setting. The authors found that within an arc of practitioner inquiry, explicitly teaching guided reflection and professional dialoguing skills within an inquiry community were key teacher educator practices. They found that an inquiry community approach holds promise as a structure and space for teacher educators to advance teacher preparation toward clinical practice.
Updated: May. 21, 2021
Teacher education is a leading issue in education research, and creativity has been targeted as an important goal in teacher education. This study investigated little-c creativity in first-year preservice teacher candidates, as manifested in their yearlong fieldwork. It was designed as a qualitative empirical study. Three major themes related to the candidates’ creativity and the components that fostered it were revealed. The first was the process the candidates underwent to construct and implement their initiatives; the second was related to the process that the candidates underwent as they transitioned from feelings of chaos to creativity; and the third was the candidates’ interpersonal relationships. The authors conclude that preservice teacher education should provide unique experiences that foster creativity.
Updated: Mar. 15, 2021
A Methodological Framework for Studying Policy-Oriented Teacher Inquiry in Qualitative Research Contexts
The purpose of this paper is to highlight the importance of policy-oriented teacher inquiry that is collaborative, theoretically driven, and methodologically well-grounded. The author proposes a methodological framework for policy-oriented teacher inquiry that highlights multilayered research approaches and collaborative inquiry. She situates her arguments and the proposed framework in the context of qualitative research and Marx’s dialectic method. The author introduces four study phases that can enable deeper and more detailed understandings of relations between individual experiences, political structures, and material environments.
Updated: Jul. 05, 2017
The purpose of this study was to investigate student interns’ perceptions of the e-portfolio process and what they learned as a result of this practice. The researchers gathered in-depth information from 224 students, who were required to create e-portfolios for their academic program during their final semester of the 2008–2009 academic year. Several themes emerged from this study: increased scope, timing, alignment with standards, guidance, opportunities to document growth, organize work according to standards, and type and frequency of feedback provided by faculty and other key personnel to students developing e-portfolios.
Updated: Aug. 02, 2015
This article describes the research method of visual juxtaposition. It explains that visual juxtaposition is inquiry through contrast, facilitated by side-by-side positioning of two images, or images and text. When combined with a theoretical foundation that explores interactions between the material and discursive elements of visual data, juxtaposition creates opportunities for qualitative analysis that are not as readily apparent when individual images are considered.
Updated: Apr. 30, 2015
Every effort of synthesizing research is inevitably premised on certain epistemological assumptions. The literature on research synthesis methods is dominated by publications premised on positivist assumptions. Contesting the hegemony of positivist research syntheses, this article makes a case for research syntheses that are informed by diverse epistemological orientations. The article illuminates how research syntheses with distinct epistemological orientations can serve complementary, equally worthwhile, purposes.
Updated: Jan. 20, 2014
The authors examine educational policy by focusing on the ways in which actors “play” or selectively follow, negotiate, and appropriate cultural instructions and rules. The authors outline a framework that situates assemblage, a notion utilized in actor-network theory, within the critical cultural study of policy. The authors pay particular attention to what happens when disparate actors join together to perform policy-directed tasks.
Updated: Aug. 20, 2013
Exploring the nature of the researcher–practitioner relationship in qualitative educational research publications
The current literature review looks at the way in which the researcher–practitioner relationship is described in research publications.
Updated: Feb. 27, 2013
In the current paper, the author traced an English as a foreign language (EFL) teacher’s professional development by examining her narrative and identifying the transformation of her awareness or kizuki. The term Kizuki in Japanese culture implies a sudden feeling of inner understanding of a phenomenon and can be roughly translated as ‘becoming aware of’, ‘noticing’ or ‘realizing’. To show how powerful and important the concept is for teacher development in the Japanese context, the author studied team‐taught project‐based EFL learning in a Japanese junior high school for nine months.
Updated: Aug. 29, 2012