International Portal of Teacher Education
The online resource of academic content on teacher training and teacher education
Section archive - Research Methods
Page 20/29
283 items
191
This article examines a counter narrative of entry into the teaching profession. It shows how the construction of one teacher's identity is presented as a biographical narrative that he assumes to be at odds with an 'orthodox' narrative of becoming a teacher. The article offers an interpretation of the personal narrative, told as counter to an assumed 'orthodox' story of entry into teaching.
Published: 2009
Updated: Aug. 31, 2009
192
The paper examines the potential contradictions of conducting a collaborative self-study research project within a poststructural framework. In particular, the author considers how humanist discourses are challenged by poststructural theory. She also discusses about the use of theory in self-study research. The author provides a poststructural analysis of the use of experience in the self-study data to demonstrate ways in which theory can support us to (re)view taken for granted concepts in education.
Published: 2009
Updated: Aug. 26, 2009
193
In an effort to promote a critical reflective stance in the beginning teacher, this study developed an instructional model for preservice teachers at the undergraduate level. The authors' assumptions were that this assignment would help student teachers develop a readiness to engage in professional inquiry and that it would foster the development of a professional practice based on a critical reflective stance. The sample consisted of students in two sections of a student teaching seminar course taken during their last semester of undergraduate course work.
Published: 2009
Updated: Jul. 09, 2009
194
This article investigates lessons learned from past distant collaborations. It details the present development of the Distributed Collaborative Research Model (DCRM) and invites colleagues in technology and teacher education to collaborate to demonstrate sound educational research in our field.
Published: 2009
Updated: Jun. 25, 2009
195
In this article, the author offers a case of the predicaments which she encountered in conducting teacher education research at her own institution. She also re-examine these predicaments using an ethic of mindfulness and compassion. The author explores how this Buddhist perspective might help researchers navigate what can be a lonely, ethically complicated research journey among their own colleagues.
Published: 2009
Updated: Jun. 15, 2009
196
The purpose of this article is to propose a framework for conducting research on teacher education programs. These programs practice collaboration between special and general education faculty to advance inclusion.
Published: 2009
Updated: May. 27, 2009
197
The paper highlights methodologically inclusive advancements in research synthesis methods. Salient features of a methodologically inclusive research synthesis (MIRS) framework are described. Rather than prescribe how a research synthesis should be conducted or evaluated, this paper attempts to open spaces, raise questions, explore possibilities, and contest taken-for-granted practices.
Published: 2009
Updated: May. 20, 2009
198
There are different communities of research practice: action research, teacher research, lesson study, self-study, participatory action research, and the scholarship of teaching. Taken together, these communities of research practice illustrate 'different local forms' grounded in ontological, epistemological, and methodological orientations to ways of knowing in practitioner inquiry. The article elaborates on two emergent themes that unpack synergies, boundaries and tensions across inquiries: practitioner inquiry as a paradigm for change, and practitioner inquiry as a practice of variety.
Published: 2009
Updated: May. 18, 2009
199
The paper discusses practitioner inquiry in a South African context. It begins by outlining the changing policy context in the country, particularly since the advent of democracy in 1994. The paper investigates some issues and dilemmas arising from this context, including considerations of why teachers do research, and what promotes and hinders research in schools. The implications of these changes for practitioner inquiry are then discussed.
Published: 2009
Updated: May. 18, 2009
200
Action research can be understood as a complex interplay between local circumstances and local research traditions, embedded in their turn in local intellectual-philosophical traditions, national as well as international. In this paper, the authors will reflect on action research issue. They base their reflections on the Nordic tradition of bildung (bildning) and the continental European tradition of pedagogy as human science.
Published: 2009
Updated: May. 18, 2009