A learning process within an education research group: an approach to learning qualitative research methods

This paper builds on the history of Esbrina, an established research group in Spain with almost 20 years' experience and a deeply-rooted tradition of self-reflection and learning. We start by analysing the academic and social contexts in which the group was created and recognised. We make expli...

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Vydáno v:	International journal of social research methodology Ročník 18; číslo 6; s. 651 - 667
Hlavní autoři:	Hernández-Hernández, Fernando, Sancho-Gil, Juana M.
Médium:	Journal Article
Jazyk:	angličtina
Vydáno:	Abingdon Routledge 02.11.2015 Taylor & Francis Ltd
Témata:	Apprenticeship Apprenticeships Authentic Learning biographic methods Cognitive style Collaboration Collaborative learning collaborative research Cooperation Documentation educational ethnography epistemological positioning Epistemology Ethnography Foreign Countries Groups Innovation Learning learning by doing Learning environment Learning Processes Methodological approaches Qualitative Research Research Methodology Researchers Risk Selfreflection Social environment Social research Teachers Teaching Methods Teams Spain
ISSN:	1364-5579, 1464-5300
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Shrnutí:	This paper builds on the history of Esbrina, an established research group in Spain with almost 20 years' experience and a deeply-rooted tradition of self-reflection and learning. We start by analysing the academic and social contexts in which the group was created and recognised. We make explicit team members' backgrounds, dispositions and positionalities, to provide insight into the tensions aroused in deciding research topics, methodological approaches and research methods. Then we focus on two specific projects and explore the learning processes of those engaged in them: the first involves micro-ethnography, for which we examine our apprenticeship process through interviews, observation, inferential analysis and visual documentation. The second involves collaborative ethnography, for which we give an analytical account of how we created different ways of learning through collaborating and narrating. Throughout the paper, we reflect on our determination to create a methods-learning environment in which we constantly challenge our comfort zone by trying to do research on topics involving authentic learning. The most innovative aspect of the process is that senior and junior researchers, including group directors, play both the role of teachers and learners.
Bibliografie:	ObjectType-Article-1 SourceType-Scholarly Journals-1 ObjectType-Feature-2 content type line 14
ISSN:	1364-5579 1464-5300
DOI:	10.1080/13645579.2015.1049468