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ERIC Number: EJ1171220
Record Type: Journal
Publication Date: 2018
Pages: 19
Abstractor: As Provided
ISSN: ISSN-1745 -7823
'Seeing the Light.' Personal Epiphanies and Moving towards Interpretivism; A Researcher's Tale of Exploring Teacher Pedagogic Practice
Rapley, Eve
Ethnography and Education, v13 n2 p185-203 2018
Arguably an essential element of a doctoral study is to establish and acknowledge a philosophical worldview. As part of this, researchers need to engage with and challenge their assumptions about the nature of being, the nature of knowledge, and what can be known. Only then can methodological designs, approaches to data analysis, and relationships between researchers and participants be established and situated within a particular research paradigm. Contextualised within a PhD study concerning teacher pedagogic practice, this paper describes the process of abandoning a positivist worldview in favour of interpretivism. The paper describes the process of developing an ethnographically inspired methodology combining practice theory [Kemmis, S., and P. Grootenboer. 2008. "Situating Praxis in Practice." In "Enabling Praxis: Challenges for Education," edited by S. Kemmis, and T. Smith, 37-64. Rotterdam: Sense] and constructivist grounded theory [Charmaz, K. 2006. "Constructing Grounded Theory. A Practical Guide Through Qualitative Analysis". London: Sage] to study teacher pedagogic practice. The methodological framework is shared to enable others to use it to provide fresh opportunities to look at specific educational settings in order to explore, understand and enhance teacher practice.
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom
Grant or Contract Numbers: N/A