Levels of Teaching and Learning About Qualitative Methods In the following, we outline some such dimensions for classification that result from the previous considerations.
The question arises where one positions oneself, one's way of conducting research, and one's ideas about the teaching and learning of qualitative methods in the social sciences between these opposing cultures of orientation and action.
Levels of Teaching and Learning About Qualitative Methods In the following, we outline some such dimensions for classification that result from the previous considerations. Depending on how one conceptualizes qualitative research methods, different procedures will be suitable for instruction.
These range from the presentation of textbook knowledge to jointly engaging in research in the sense Qualitative research essay questions co-construction and cognitive apprenticeship.
The first dimension to emerge thus concerns the question which didactic procedures are suitable for qualitative research method instruction.
We already had pointed to the relevance of institutional contexts and the positioning of qualitative research within these contexts ranging from equality to social marginalization. The role of these contexts for teaching and learning processes constitutes the second dimension to be examined. If one regards the competent application of qualitative research methods as a craft or even an art, it follows that learners will differ in their ability to acquire these research competences—some may be less able to do so than others.
The question concerning the extent of a fit between personality and method affects the learning about and teaching of qualitative research methods constitutes our third dimension. If qualitative methods instruction requires other didactic procedures than does the teaching of technical knowledge see the first dimension abovethis raises the question whether by Qualitative research essay questions knowledge about qualitative methods and qualitative research other competencies and skills are taught simultaneously and in the process, competencies that exceed purely methodological knowledge and that possibly in their turn reverberate back to the socio-scientific practice themselves—such as social sensitivity, social skills, or the like.
With the increasing technological potential of computers and the Internet, digital forms of distance learning have also gained in importance.
This raises the question whether and how these new forums influence qualitative methods instruction. What does the choice of a specific style depend on? This might, for instance, include the number of students in a course, the type of course lecture, lab course, etc.
In this context, the roles and the interpersonal relations between teachers and students seem relevant: This arises from the social "proximity" that characterizes qualitative research: The personal relationship between teachers and students is perhaps of great importance in the instructional context: Qualitative methods instruction occurs inside a variety of institutional and curricular frameworks, such as: What are the prospects of qualitative research in an academic landscape increasingly determined by the principles of productivity-oriented distribution of funds with an emphasis on obtaining external funding by submitting grant applications that already anticipate the results of the proposed research, or on publishing in peer-reviewed mainstream journals?
In this context, the experience of researchers from other countries and university systems are of great interest. And is such a "fit" between the student and qualitative methodology beneficial to successful learning?
While others, even though they have kept on trying, do not really understand what qualitative research is all about, the qualitative way of doing research remains strange and external, the students feel helpless and lost, their modus operandi appears arbitrary and insensitive towards the research object.
On the flip side, the question arises whether some personalities might be more or less unsuitable for conducting qualitative research—whether, in other words, there are limits to the extent to which the ability to do qualitative research can be taught and learnt.
The following are some of the ideas that occurred to us: Do different methods and approaches perhaps differ in their prerequisites—are different skills and abilities required when engaging in objective hermeneutics, in grounded theory, or in carrying out a content analysis?
And is this "fit" between personality and method more important when learning about qualitative than about other—such as quantitative—research methods? For the education of teachers, for example, there exist pertinent approaches and considerations cf.
And does this happen during the process of conducting research, or do the instructors function as role models who possess these competences and who put these into use in research as in teaching?
On the one hand, students at universities or in disciplines where qualitative methods are not usually taught now have access to online supervision of their qualitative research. On the other hand, Internet-based support is necessarily a "support over distance", and this seems to be at odds with the above "proximity characteristic" of qualitative research.
Is there a danger that knowledge about qualitative methods will be retrieved only piecemeal and out of context? Or is this a false impression; does the at least potential "simultaneity", independent of time and space, on the contrary allow for especially intensive forms of supervision?Volume 8, No.
1, Art. 30 – January Issues in Learning About and Teaching Qualitative Research Methods and Methodology in the Social Sciences. Franz Breuer & Margrit Schreier.
Abstract: For many qualitative researchers in the social sciences, learning about and teaching qualitative research methods and methodology raises a number of questions. Turnitin provides instructors with the tools to prevent plagiarism, engage students in the writing process, and provide personalized feedback.
Published: Thu, 04 May This chapter presents the methods used in this research. The respondents of the research and sampling techniques, instruments and methods adopted, the data gathering procedures, and statistical methods implemented on data. Guides for Citing Sources.
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Research. My research work has never been narrowly focused on social work, but has been at the interfaces with especially sociology, but also social policy, health studies, education and housing.