Conducting research as a beginning teacher-researcher can be daunting. Becoming a Teacher-Researcher: A Guide to Your Research Journey supports you through navigating that journey. This book provides key insights from 18 experienced teacher-researchers on every step of the research journey from developing a research question and conceptual framework through to data gathering tools, analysis, and considering ethics.
Topics covered include:
· How do you develop precision and clarity in the search for answers to research questions?
· Why do I need a conceptual framework anyway?
· How can you address the power imbalance between researcher and participants?
· How do you choose an appropriate data-gathering tool?
· What research tools might be appropriate to use with young school age children?
· How do you address ethical issues when engaged in online research?
Each critiques what is required at that point of the journey, and offers peer-support guidance from the author team who share their most significant learning, the influences that shaped their decision making and the associated impact of their choices on other steps of the journey.
Arvustused
This text is built on an essential component for teacherresearchers: a firm grounding of teacher research. The research process is articulated through the chapters of the textwhich is interesting and adds an authenticity to this book. -- Heidi L Hallman, Professor of English Education, University of Kansas, USA
Muu info
Explores the teacher-researcher research journey with examples and a detailed guide to conducting educational research
Introduction: What Key Themes Need to be Addressed When Navigating the
Research Journey?, Maria Campbell, Deirdre Harvey and Mary Shanahan
Part I: Getting Started Grappling with Ideas, Concepts, Frameworks and
Ethics
1. How Do You Develop Precision and Clarity in the Search For Answers to
Research Questions? James Kelly (primary school teacher, Ireland)
2. How Does Your Research Question Influence Your Methodology? Laura Balcon
(primary school teacher, UK)
3. What are the Epistemological Challenges Faced When Studying Teachers
Beliefs, Judgements and Decision Making? Rebecca Thompson (University of
Roehampton, UK)
4. How to Navigate Ontology and Epistemology to Develop a Conceptual
Framework? Marc Turu Porcel (Leeds Beckett University, UK)
5. How Can the Lens of Cultural Historical Activity Theory (CHAT) Help
Conceptualisation? Ciara Molloy (primary school teacher, Ireland)
6. Why Do I Need a Conceptual Framework Anyway? Tanya Davies (Charles Sturt
University, Australia)
7. Is Objectivity the Aim? Ceridwen Owen (secondary school teacher,
Australia)
Part II: Up and Running Grappling with Methodology, Tools, Participants and
Ethics
8. How Can We Design Data Collection to Explore Children's Learning? Kirstin
Mulholland (Northumbria University, UK)
9. What Research Tools Might Be Appropriate to Use with Young School Age
Children?, Sinéad Gallagher (Juniata College, USA)
10. How Do You Choose an Appropriate Data-Gathering Tool? Christion
Hutchinson (teacher, Ireland)
11. How Do You Design and Use a Questionnaire to Answer Your Research
Questions? Caoimhe Donovan (post-primary school teacher, Ireland)
12. How Do You Use Semi-Structured Interviews and Fortune Lines? Kath
McCrorie (University of Strathclyde, UK)
13. How Does Your Choice of Participants Influence Your Research Study?
Kathryn McClure (teacher, UK)
14. How Can You Address the Power Imbalance Between Researcher and
Participants? Alison Weatherston (University of Strathclyde, UK)
15. How Do You Address Ethical Issues When Engaged in Online Research? Diana
Tremayne (Leeds Beckett University, UK)
16. What Does Ethical Inquiry Within a Transformative, Critical Educational
Framework Look Like? Victoria Wasner (University of Teacher Education,
Lucerne, Switzerland)
Conclusion: What Can We Learn From the Insights of Other Teacher-Researchers?
Maria Campbell, Deirdre Harvey and Mary Shanahan
Index
Maria Campbell is Director of Graduate Programmes in the School of Education at St. Angelas College, National University of Ireland, Galway, Ireland.
Deirdre Harvey is Postgraduate Coordinator in the School of Education at St. Angelas College, National University of Ireland, Galway, Ireland.
Mary Shanahan is Director of Religious Education in the School of Education at St. Angelas College, National University of Ireland, Galway, Ireland.
