Accepting Research: Teachers' Representations of Participation in Educational Research Projects
Journal Title: International Journal of Educational Methodology - Year 2018, Vol 4, Issue 2
Abstract
Collecting data among participants belonging to a group, community or organization is a crucial step in social research. However, generally speaking, in the social sciences, the issue of access to the research field has not been widely or systematically studied and remains under-theorized. The goal of this study is to draw the participants’ perspective on the question of accepting research into their classrooms and participating in it, an object that has usually been overlooked in studies on research field access. This article presents the results of a qualitative, exploratory study aimed at documenting teachers’ representations relating to whether or not they wish to participate in research projects, when requested to do so by researchers. The analysis brought out a system comprising five categories of representations relating to participation or non-participation in an educational research project. These representations are related to 1) the teacher’s daily tasks; 2) the teacher's professional development; 3) the teacher's professional identity and professional ideal; 4) the institutional and collegial context; and 5) the teacher's responsibility toward students. We discuss these categories and their implications for further research.
Authors and Affiliations
Vincent Richard, Michel Bélanger
Keywords
Related Articles
- EP ID EP469350
- DOI 10.12973/ijem.4.2.61
- Views 107
- Downloads 0
What is Known about Initial Teacher Education for Child Protection? A Protocol for a Systematic Scoping Review
Child maltreatment is a serious problem, worldwide. Children and young people who have experienced maltreatment face multiple physical and mental health challenges which hinder their success at school and these adverse e...
Cyberbullying among College Students: A Look at Its Prevalence at a U.S. Catholic University
The intention of this study was to make a positive contribution to the scant literature on cyberbullying at the post-secondary level. Participants were 187 undergraduate students matriculated at a large U.S. Northeastern...
Communication between Students and Teachers in Realization of Extracurricular Activities
Extracurricular activities represent educational, preplanned actions which enable complete confirmation of students’ personality as well as development of their communication skills and competencies; whilst they enable t...
A Multi-Level Analysis of Students’ Teacher and Family Relationships on Academic Achievement in Schools
By using multi-level modeling, this study explores the impact of students’ perception of the quality of the teacher-student relationship and family structure on student achievement after controlling for socioeconomic sta...
An Integrated Model Approach: Exploring the Energy Literacy and Values of Lower Secondary Students in Japan
Energy literacy is a minimum required capacity for developing a sustainable society that participates in and discusses on energy and environmental (EE) issues. Understanding the energy literacy structure is of significan...