International Journal of Evaluation and Research in Education, v9 n1 p21-31 Mar 2020. 11 pp.
Qualitative Research, Doctoral Programs, Doctoral Students, Student Research, Research Methodology, Barriers, Educational Research, Reflection, Professional Identity, Foreign Countries, Inclusion, Teaching Methods, Teacher Competencies, Student Attitudes, Science Instruction, Preschool Teachers, United Kingdom, and Cyprus
In qualitative doctoral research the methodological approach, and the research design are extremely important when ensuring the rigorousness of the work. This is particularly significant for all researchers, and even more for doctoral students who are still developing their research and analytical skills. This paper aims to support doctoral students in their research journey by highlighting some of the tensions involved in conducting qualitative research by unpicking the experiences of two doctoral students to learn from the concerns, questions and reflections on the use of qualitative methodology in their doctoral research projects. The findings reveal challenges and insights with regards to reflection, educational research and the developing identity of being a researcher. The paper discusses these reflections to support and guide doctoral students as early career researchers when planning and conducting qualitative research in educational settings.
Andersen, Jennifer, Watkins, Marnee, Brown, Robert, and Quay, John
International Journal of Education & the Arts, v21 n4 Feb 2020. 18 pp.
Arts Centers, Art Education, Educational Practices, Foreign Countries, Experienced Teachers, Qualitative Research, Research Methodology, and Australia
This paper responds to the need for a deeper understanding of gallery educator practice. Focusing on a significant encounter in a major city public gallery, it describes how narrative inquiry offers new insights into how experienced gallery educators shape school education sessions based on prior knowledge and experience, and in-the-moment observations and judgements. Responding to artworks, artists, gallery spaces, and students' needs and interests, gallery educator practice is infused with 'pedagogical tact'. Narrative inquiry makes this complex teaching visible and, in doing so, affords a valuable approach to professional learning.