This volume is designed to accomplish three primary purposes: (1)
illustrate a variety of qualitative methods that researchers have
used to study teaching and teacher education; (2) assess the
affordances and constraints of these methods and the ways that they
focus and shape explorations of teaching; and (3) illuminate
representative questions and findings associated with each method
described.
The book is organized around three issues that impact research
in qualitative paradigms: perspective, methodology, and
representation. The first section, "Perspective: Whom Should I
Ask?," explores what can be learned by assessing teaching from
different perspectives (teachers, teacher educators, students,
parents), emphasizing that the perspective of the respondent
influences what we can learn and shapes both our questions and our
potential findings. The second section "Methodology: How Do I
Look?," addresses some of the qualitative research strategies that
have been used to study teaching, including historical accounts,
photos, drawings, and video. The third section, "Representation:
How Do I Show What I Saw?," explores the affordances and
constraints of narratives, practical arguments, video ethnography,
portfolios, and theater as methods for representing research
findings.
Qualitative research paradigms typically do not make claims
based in the kinds of foundational criteria for generating
knowledge that establish bases for generalizability. The book
addresses this dilemma by providing findings, insights, and claims
from qualitative research that appear to be useful in settings
beyond those that generated the data, and thus inform our thinking
about teaching and teachereducation. In addition, its explorations
of the affordances and constraints of qualitative research methods
provide insightful and occasionally controversial contributions to
our thinking about research on teaching and teacher education.
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