This book is a methodological guide intended for those who wish to better understand how to conduct research in the education and training sciences. It is organized into three main parts. The first part deals with postures, emphasizing the idea that engaging in a research process involves taking a different stance from that of a social or professional actor. For example, this may require converting a professional or social question into a research question or reflecting on the use of a social vocabulary in research.
The second part concerns practices, that is, how research is conducted: the definition of a research question based on findings, theoretical exploration and problematization, the production of empirical information and its analysis and restitution.
The third and final part concludes by focusing on the diversity of research forms; not only research cultures specific to disciplinary fields and approaches, such as action research, collaborative research or research training, but also the design choices in terms of multi-, inter- or trans-disciplinarity.
Author(s): Carole Daverne-Bailly, Richard Wittorski
Series: Science, Society and New Technologies Series: Education Set, 12
Publisher: Wiley-ISTE
Year: 2022
Language: English
Pages: 183
City: London
Cover
Half-Title Page
Title Page
Copyright Page
Contents
Introduction: Research Methodology in the Education and Training Sciences: Positions, Practices and Forms
Chapter 1. Positions: Some Specificities of a Research Approach Compared to a Professional Approach
1.1. A difference in position between that of the social or professional actor and that of the researcher
1.2. The challenge of research is to move from a social/professional question to a research question
1.3. The challenge of research is also to focus on commonsense concepts
1.4. The issue of the epistemological choices made by the researcher and the implications
Chapter 2. Practices: Conducting a Research Project and Data Security Issues
2.1. Introduction: the research context
2.2. Scientific approach and methods in the social sciences
2.3. From research topic to problem statement
2.3.1. The initial question
2.3.2. The exploratory approach
2.3.3. Problem statement
2.4. Design of the survey protocol
2.4.1. Survey field and participants
2.4.2. Negotiating the survey and field access with the Local Education Authority and management teams: a project to be defended
2.4.3. General Data Protection Regulation on personal data and documents produced
2.5. The construction of data collection instruments
2.5.1. Constructing the questionnaire
2.5.2. Composing the interview guide
2.6. Data collection
2.6.1. Time in the field
2.6.2. Administering the questionnaires
2.6.3. Administering interviews
2.6.4. GDPR, tasks and constraints
2.7. Data processing
2.7.1. Clean up the database
2.7.2. Transcribing
2.8. Data analysis
2.8.1. Analyzing questionnaires
2.8.2. Interview analysis
2.9. Dissemination and publication of results
2.9.1. Group dossier
2.9.2. Reports, conferences and research articles
Chapter 3. Forms: Research Cultures, Diversity of Forms and Interdisciplinary Issues
3.1. Recognizing different research “cultures”
3.2. External research, engaged research, collaborative research, action research and related issues
3.3. Mono-, pluri-, interand transdisciplinary research and related issues
3.4. Communication and valorization of research (its outcomes and methodological steps)
3.5. Pursuing a doctorate
3.6. Careers in research and higher education
Full-time research jobs
“50% teaching and 50% research” jobs
Conclusion
APPENDICES
Appendix 1. Questionnaire
Appendix 2. Interview Guide
Appendix 3. Quiz
References
Index
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