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Research and Further Education

Research and Further Education. A practitioner’s perspective. Introduction. Objectives Why research in FE? Becoming a researcher in FE The meaning of research Ethical issues Data collection Engaging with theory – data analysis Writing Conclusion. Objectives.

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Research and Further Education

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  1. Research and Further Education A practitioner’s perspective G.Anderson TLCFE (CCC/Uni of Warwick)

  2. Introduction • Objectives • Why research in FE? • Becoming a researcher in FE • The meaning of research • Ethical issues • Data collection • Engaging with theory – data analysis • Writing • Conclusion G.Anderson TLCFE (CCC/Uni of Warwick)

  3. Objectives • Demonstrate and explain the importance of research in FE. • Illustrate practice, procedure and problems – from a personal perspective • Promote discussion on selected topics • Answer questions and discuss participants’ experiences. G.Anderson TLCFE (CCC/Uni of Warwick)

  4. Why research in FE? • To tell our ‘own story’ • The micro understanding of teachers • To get closer to the ‘truth’ • The process is as important as the outcome • To understand teaching and learning as a ‘socio-cultural’ phenomenon. G.Anderson TLCFE (CCC/Uni of Warwick)

  5. Biography or Baggage? • Is biography a significant factor in the learning process? • Can biography be ignored? • How can teachers address issues of biography? • Where are the boundaries? • What research methods can be used to discover biography? G.Anderson TLCFE (CCC/Uni of Warwick)

  6. Becoming a researcher in FE • TLC – team of 30 four English partnerships • ..\Miscellaneous\TLCFE Project aims.doc • Managerial culture - autonomy • Security and management perspectives • Colleagues – role identity • Training - RCBN • ‘The Restless College’ G.Anderson TLCFE (CCC/Uni of Warwick)

  7. The meaning of research • Finding information not previously known • Connected to ‘theory’ – sociology, psychology, management science • Democratic – open to critiquing • Reflections on paper – seeing myself in print G.Anderson TLCFE (CCC/Uni of Warwick)

  8. Dissemination – positives/negatives • In the situation you know would the dissemination of knowledge (research findings) pose any threats? • What opportunities emerge from dissemination? • What do practitioners want from research? G.Anderson TLCFE (CCC/Uni of Warwick)

  9. Ethical issues • Explanations • Informed consent • Ring fencing • Defended subjects • Emotional data • Feedback • Closure G.Anderson TLCFE (CCC/Uni of Warwick)

  10. Data collection • Questionnaires • Interviews • Focus groups • Photographs • Reflective journals • College policy, other documents G.Anderson TLCFE (CCC/Uni of Warwick)

  11. Engaging with theory – data analysis • New territory • New language – ‘post-Fordism’, ‘modernism’ and ‘post-modernism’ • Reading G.Anderson TLCFE (CCC/Uni of Warwick)

  12. Writing • Site case studies • Specific themes – developing research capacity • Instruments of analysis • Publications G.Anderson TLCFE (CCC/Uni of Warwick)

  13. Conclusion • Demonstrate and explain the importance of research in FE. • Illustrate practice, procedure and problems – from a personal perspective • Answer questions and discuss participants experiences. G.Anderson TLCFE (CCC/Uni of Warwick)

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