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Kwalitatieve methoden in pedagogisch onderzoek
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SAMENVATTING KWALITATIEVE METHODEN IN PEDAGOGISCH ONDERZOEKSamenvatting kwalitatieve methoden in pedagogisch onderzoek ......................................................................... 1
Structuur ......................................................................................................................................................... 9
Wat is kwalitatief onderzoek? (Hoofdstuk 1) .................................................................................................... 13
De kwantitatieve methode van het positivisme........................................................................................... 14
Wat met kwalitatief onderzoek? .................................................................................................................. 15
Kwalitatief onderzoek situeren (gebruik je voorkennis!) .............................................................................. 16
10 Specifieke Kenmerken van kwalitatief onderzoek ................................................................................... 17
4 algemene “horizontals” in kwalitatief onderzoek ...................................................................................... 19
10 specifieke + 4 algemene Kenmerken van kwalitatief onderzoek ............................................................. 20
Interessante onderwerpen voor kwalitatief pedagogisch onderzoek?......................................................... 20
(10 onderzoeksbenaderingen) ...................................................................................................................... 21
College 2: conceptueel kader ............................................................................................................................ 21
Hoe nadenken over een CK/conceptueel kader? .......................................................................................... 21
Conceptueel kader opereert als: ................................................................................................................... 22
Conceptueel kader bestaat uit: ................................................................................................................. 23
Concreet voorbeeld: een specifieke kwalitatieve (app) studie ................................................................. 23
Setting en context (micro/macro): het situeren van de studie ................................................................. 24
Context: de setting van je studie ............................................................................................................... 26
Doelen & onderzoeker: De (al dan niet persoonlijke) motivatie voor de studie .......................................... 27
Onderzoeksfenomeen: Het “wie” of “wat” van een studie (Onderzoeksinteresse & RQs: zie volgende week)
...................................................................................................................................................................... 28
Artefacten ................................................................................................................................................. 31
Individuen.................................................................................................................................................. 31
Groepen .................................................................................................................................................... 32
Concepten: Zorg, liefde, succes, … ............................................................................................................ 32
Processen: Socialisatie, integratie, inburgering, herstel, ... ...................................................................... 32
Structuren: van een organisatie (bv. School), van een sociaal instituut (bv. Gezin, huwelijk); van een
discours (bv. Van beleid, tijdschrift, ...) ..................................................................................................... 33
Theoretisch kader: De literatuur in stelling brengen (en aan het werk zetten) voor jouw onderzoek ......... 33
De rol van theorie in kwalitatief onderzoek .............................................................................................. 34
Theoretisch kader ..................................................................................................................................... 34
Theoretisch kader: 4 Heuristische dimensies ............................................................................................ 35
Theoretisch kader speelt een rol in:.......................................................................................................... 35
Methodologische consequenties: 3 Toegangspoorten ............................................................................. 37
Theoretisch kader speelt een rol in (zie ook h3 pp. 76-80): ...................................................................... 38
Reflexiviteit & dialoog: Aka: dynamisch proces en geen individueel en/of gestold product ........................ 39
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, Hoe een conceptueel kader opbouwen? .................................................................................................. 39
Besluit: een CK/conceptueel kader is… ..................................................................................................... 39
College 3: Onderzoeksdesign en vraagstelling (H3) .......................................................................................... 40
Vorige week................................................................................................................................................... 40
Deze week: Structuur .................................................................................................................................... 41
Onderdelen van qualitative reasearch design .............................................................................................. 41
Onderdelen van QRD: “Theoretical examination of core concepts sets the stage” (p. 63) ...................... 42
Topic, doelen en rationale ........................................................................................................................ 43
RQs/onderzoeksvragen ............................................................................................................................. 45
Disclaimer .............................................................................................................................................. 45
Wat zijn rq’s/onderzoeksvragen? ......................................................................................................... 46
Tot goede RQs komen: Een procesmatige aanpak ................................................................................ 46
Recursiviteit........................................................................................................................................... 48
Relatie rq-onderzoeksbenadering ......................................................................................................... 48
MAAR .................................................................................................................................................... 49
(Kiezen en testen van) methodes .............................................................................................................. 52
(Plannen van) validiteit ............................................................................................................................. 53
Besluit: design complexity............................................................................................................................. 53
Gastcollege: Automation and/of teachers’ work .............................................................................................. 54
School Digitization ......................................................................................................................................... 54
Post Pandemic Schools/scholen na pandemie .............................................................................................. 54
The smasch project ....................................................................................................................................... 55
The Prevalence of Artificial intelligence in education/de prevalentie van kunstmatige intelligentie in het
onderwijs ....................................................................................................................................................... 55
Automation of school Education/automatisering van het schoolonderwijs................................................. 56
Levels of Automation, Future of school education and My tacit theories and biases/ niveaus van
automatisering, de toekomst van het schoolonderwijs en mijn stilzwijgende theorieën en vooroordelen 57
Automation at school: A novel phenomena?/automatisering op school: een nieuw fenomeen? ............... 58
Automation and teachers’ work/automatisering en het werk van leraren .................................................. 59
The Urgency of study/de urgentie van studie ............................................................................................... 59
Memo: Reflecting personal and intellectual interest/ memo: die persoonlijke en intellectuele
belangstelling weerspiegelt .......................................................................................................................... 60
Research goals/onderzoeksdoelstellingen .................................................................................................... 60
Presenting our approach to schools/onze aanpak aan scholen voorstellen ................................................. 60
Research Question I/onderzoeksvragen ....................................................................................................... 60
Example: Zoom sence ................................................................................................................................... 61
Research Question II/onderzoeksvragen ...................................................................................................... 61
2
, Sts as a Theoretical framework/STS als theoretisch kader ........................................................................... 62
The Focus on relations/de nadruk op relaties .............................................................................................. 62
Habitual aspect of automation/ gewenning aan automatisering ................................................................. 62
The double role of habits/de dubbele rol van gewoonten ........................................................................... 63
Choosing the right methods/de juiste methoden kiezen.............................................................................. 63
College 4: dataverzameling, deel 1 (H4) ........................................................................................................... 63
Het OPO tot dusver ....................................................................................................................................... 63
Slappe kwalitatieve kost: chronologisch-lineair ............................................................................................ 64
Kwalitatief onderzoek: iteratief & recursief .................................................................................................. 64
Dit en volgend college ................................................................................................................................... 64
Kwalitatief onderzoek: iteratief & recursief .................................................................................................. 65
Reflexiviteit in dataverzameling: omdat jij het voornaamste instrument bent ............................................ 65
Researcher memos........................................................................................................................................ 66
Veldwerk- & dataverzamelingsmemo’s .................................................................................................... 66
Reflexiviteit in dataverzameling .................................................................................................................... 67
Research journal ........................................................................................................................................... 67
Research log .............................................................................................................................................. 68
Reflexiviteit in dataverzameling .................................................................................................................... 68
Dialogic engagement ..................................................................................................................................... 68
Reflexiviteit in dataverzameling .................................................................................................................... 69
Researcher interviews ................................................................................................................................... 69
Naast QRD en reflexiviteit, ook nog het belang van een: ............................................................................. 69
Site & participant selection (pp. 81-85) .................................................................................................... 70
Selectie van setting(s), m.i.v. tijd en plaats ............................................................................................... 70
Selectie van setting(s), m.i.v. tijd en plaats............................................................................................... 70
Selectie van participanten ......................................................................................................................... 71
Purposeful sampling: doelbewust selecteren van participanten ......................................................... 72
Single significant case: n=1 ................................................................................................................ 72
Vergelijkingsgefocust: gelijkenis & verschil ....................................................................................... 72
Groepskarakteristieken ..................................................................................................................... 73
Theorie-gefocust ............................................................................................................................... 73
Instrumenteel, multiple case ............................................................................................................ 73
Sequentieel, emergence driven ........................................................................................................ 73
Analytisch .......................................................................................................................................... 74
Mixed/gestratificeerd/nested ........................................................................................................... 74
Denk aan het onderzoeksfenomeen ............................................................................................................. 74
Hoe participanten vinden & overtuigen? ...................................................................................................... 74
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, College 5: dataverzameling, deel 2 hoofdstuk 5 ............................................................................................... 75
Het OPO tot dusver ....................................................................................................................................... 75
DV in ravitch & carl........................................................................................................................................ 75
Methodes van data-verzameling .................................................................................................................. 77
Interviews ...................................................................................................................................................... 77
Wat zijn interviews? .................................................................................................................................. 77
Waarom interviews? ................................................................................................................................. 78
Kenmerken (voor alle) ............................................................................................................................... 78
Types ......................................................................................................................................................... 79
Types: Voor- en nadelen ........................................................................................................................... 80
Types ......................................................................................................................................................... 81
Voor, tijdens en na het interview .............................................................................................................. 81
Nog een aantal algemene tips ................................................................................................................... 81
Transcripties .............................................................................................................................................. 82
Sterktes en uitdagingen ............................................................................................................................ 82
Observational Field notes/ nota’s die je maakt als je aan het observeren bent ........................................... 82
Wat zijn observaties? ................................................................................................................................ 82
Field notes: het registreren van observaties ............................................................................................. 83
Types field notes ....................................................................................................................................... 84
observaties ................................................................................................................................................ 84
Wat observeren? ....................................................................................................................................... 84
Over participeren ...................................................................................................................................... 84
Sterktes & uitdagingen .............................................................................................................................. 87
Focusgroepen ................................................................................................................................................ 87
Wat is een focusgroep? ............................................................................................................................. 87
Oorsprong ................................................................................................................................................. 87
Hoe (g)een fg te runnen ............................................................................................................................ 88
Een focusgroep doen ................................................................................................................................ 88
Alternatieve vormen van focusgroepen: meer structuur (zie Toledo voor vben)..................................... 89
Sterktes & uitdagingen? (ook in vgl. met interviews?) ............................................................................. 89
Documenten & gearchiveerde data .............................................................................................................. 90
Voorbeeld 1: Tijdschriften ......................................................................................................................... 90
Voorbeeld 2: Websites .............................................................................................................................. 90
Voorbeeld 3: etnografie ............................................................................................................................ 90
Van belang................................................................................................................................................. 91
Sterktes & uitdagingen? ............................................................................................................................ 91
(survey): “A design choice rather than a specific method” ........................................................................... 92
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