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ERIC Number: EJ929670
Record Type: Journal
Publication Date: 2010
Pages: 22
Abstractor: As Provided
Reference Count: 38
ISBN: N/A
ISSN: ISSN-1468-1366
Developing a Descriptive Framework for Comprehending the Inherent Moral Significance of Teaching
van Kan, Carlos A.; Ponte, Petra; Verloop, Nico
Pedagogy, Culture and Society, v18 n3 p331-352 2010
Developing a descriptive framework is one step in the complex process of theory development in qualitative research. This complexity is especially evident when analysing data about how teachers interpret the inherent moral significance of their classroom interactions. A common way of gathering data is to follow an iterative process, in which both theoretical concepts and empirical data play an important part. Theoretical concepts to describe teachers' interpretations of the inherent moral significance of their classroom interactions could be offered by continental European "pedagogiek". However, because of difficulties connecting these "pedagogische" theories to empirical data directly, an intermediary operation was required. To meet this requirement the central "pedagogische" question: "Who should be taught what, how, when, and why?" was used as the starting point for the development of the framework. This article sets out in detail the process of getting from this question to a framework that is able to describe teachers' interpretations of the inherent moral significance of their classroom interactions. (Contains 1 figure, 12 tables and 3 notes.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Netherlands