Research education for diversity in educational research
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| Natura: | Artículo científico |
| Lingua: | en |
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Universidade Estadual de Ponta Grossa
2008
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| _version_ | 1876436203320901632 |
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| author | Andrew Brown |
| author_facet | Andrew Brown |
| contents | Research education for diversity in educational research Andrew Brown Educación methods research higher education Concern expressed by government and other funding agencies and consumers of research, about the qualityand relevance of research in the field of education affects not only the kind of research is conducted but alsothe way in which we educate researchers. The economic imperative for ´value for money´ from research andresearchers has, for instance, led to the education of research students to be seen increasingly in terms oftraining in a range of generic skills that can be applied to the investigation of a range of forms of researchproblem in a variety of contexts. Whilst breadth in the education of researchers has clear advantages, both forthe careers of individual researchers and the wider research community, there is some tension between thisapproach and the more established view of a research degree as an induction into a narrow domain ofknowledge and the production of a highly specialised academic identity. There are further developments thaterode this notion of specialisation, for instance the growth of mixed method research, which has the potentialto challenge the polarisation of qualitative and quantitative research, and shifts in the sites and agents ofeducational research signified by the growth of professional doctorates, which could further challenge theuniversity as a dominant institution in the production of educational knowledge. In this paper I will explorewhat these developments mean for the teaching of research and consider how we can work collaboratively todevelop both professional researchers and researching professionals, and reconcile the acquisition of skills withinduction into specialised knowledge domains. This will involve exploration of both an overarching frameworkfor thinking about the processes of doing research and specific examples of practice. Underlying the approachtaken is a general commitment to research education, rather than to training and the teaching of methods, andthe desire to ensure dynamism and diversity in educational research, in terms of approach, substantive focusand theoretical orientation, and of sites, practices and agents of knowledge production. 2008 artículo científico 1809-4031 https://www.redalyc.org/articulo.oa?id=89430102 en http://www.redalyc.org/revista.oa?id=894 Práxis Educativa (Brasil) application/pdf Universidade Estadual de Ponta Grossa Práxis Educativa (Brasil) (Brasil) Num.1 Vol.3 |
| format | Artículo científico |
| id | redalyc_89430102 |
| institution | Redalyc |
| language | en |
| publishDate | 2008 |
| publisher | Universidade Estadual de Ponta Grossa |
| spellingShingle | Research education for diversity in educational research Andrew Brown Educación methods research higher education Research education for diversity in educational research Andrew Brown Educación methods research higher education Concern expressed by government and other funding agencies and consumers of research, about the qualityand relevance of research in the field of education affects not only the kind of research is conducted but alsothe way in which we educate researchers. The economic imperative for ´value for money´ from research andresearchers has, for instance, led to the education of research students to be seen increasingly in terms oftraining in a range of generic skills that can be applied to the investigation of a range of forms of researchproblem in a variety of contexts. Whilst breadth in the education of researchers has clear advantages, both forthe careers of individual researchers and the wider research community, there is some tension between thisapproach and the more established view of a research degree as an induction into a narrow domain ofknowledge and the production of a highly specialised academic identity. There are further developments thaterode this notion of specialisation, for instance the growth of mixed method research, which has the potentialto challenge the polarisation of qualitative and quantitative research, and shifts in the sites and agents ofeducational research signified by the growth of professional doctorates, which could further challenge theuniversity as a dominant institution in the production of educational knowledge. In this paper I will explorewhat these developments mean for the teaching of research and consider how we can work collaboratively todevelop both professional researchers and researching professionals, and reconcile the acquisition of skills withinduction into specialised knowledge domains. This will involve exploration of both an overarching frameworkfor thinking about the processes of doing research and specific examples of practice. Underlying the approachtaken is a general commitment to research education, rather than to training and the teaching of methods, andthe desire to ensure dynamism and diversity in educational research, in terms of approach, substantive focusand theoretical orientation, and of sites, practices and agents of knowledge production. 2008 artículo científico 1809-4031 https://www.redalyc.org/articulo.oa?id=89430102 en http://www.redalyc.org/revista.oa?id=894 Práxis Educativa (Brasil) application/pdf Universidade Estadual de Ponta Grossa Práxis Educativa (Brasil) (Brasil) Num.1 Vol.3 |
| title | Research education for diversity in educational research |
| topic | Educación methods research higher education |
| url | https://www.redalyc.org/articulo.oa?id=89430102 |