Learning from Research on Teaching: Perspective, Methodology, and Representation (Advances in Research on Teaching, 11)
ISBN-13:
9780762312542
ISBN-10:
0762312548
Edition:
Illustrated
Author:
Jere Brophy, Stefinee Pinnegar
Publication date:
2005
Publisher:
Emerald Publishing Limited
Format:
Hardcover
448 pages
Category:
Education Theory
,
Instruction Methods
,
Schools & Teaching
FREE US shipping
Book details
ISBN-13:
9780762312542
ISBN-10:
0762312548
Edition:
Illustrated
Author:
Jere Brophy, Stefinee Pinnegar
Publication date:
2005
Publisher:
Emerald Publishing Limited
Format:
Hardcover
448 pages
Category:
Education Theory
,
Instruction Methods
,
Schools & Teaching
Summary
Learning from Research on Teaching: Perspective, Methodology, and Representation (Advances in Research on Teaching, 11) (ISBN-13: 9780762312542 and ISBN-10: 0762312548), written by authors
Jere Brophy, Stefinee Pinnegar, was published by Emerald Publishing Limited in 2005.
With an overall rating of 3.6 stars, it's a notable title among other
Education Theory
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Education Theory
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Description
This volume is designed to accomplish three primary purposes: illustrate a variety of qualitative methods that researchers have used to study teaching and teacher education; assess the affordances and constraints of these methods and the ways that they focus and shape explorations of teaching; and, 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 teacher education. 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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