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Lecturer(s)
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Šarníková Gabriela, doc. PhDr. PhD.
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Roubalová Marcela, Mgr. PhD.
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Course content
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Specifics of research problem formulation, goals and research question in qualitative research in pedagogy issues. Specifics of research sample selection. Different kinds of designs - case study, biographical design, ethnographic study, narrative analyses, grounded theory, interpretive phenomenological analysis, etc. Methods of data collection and their processing in qualitative research in pedagogy issues. Working with selected software: Atlas.ti, TRANSANA, NVivo, Dedoose, MAXQDA, Qiqqa etc.
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Learning activities and teaching methods
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Dialogic Lecture (Discussion, Dialog, Brainstorming), Work with Text (with Book, Textbook)
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Learning outcomes
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Students will know the issues of qualitative research applied to the matters of pedagogy issues. They will master selected problems apply in the practical part.
Students will be able to formulate research problem, research goals and questions from the poin of view of qualitative research in pedagogy issues. Students will be able to work with acquired data - transcripts: they can encode and categorize transcripts and then thematically analyze them. Students will be able to choose the right design for pedagogy issues and they will know the appropriate way to process it using software.
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Prerequisites
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Basics of qualitative research
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Assessment methods and criteria
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Student performance, Seminar Work
Active and 100% participation in seminars, any absence documented by an adequate confirmation. Students with an individual study plan are required to attend the first seminar, where they will then be informed of the requirements for successfully completing the course. Students present the formulation of research questions, problems and goals from pedagogical research. Students will work on this issue using cooperative and collaborative learning methods. Subsequently, they process and interpret the research results according to different designs. At the colloquium, they present a partial part of their research. They obtain data using the interview method, then make a transcript and look for answers to research questions. They process the task in writing and will submit the teacher Students with specific educational needs will have course completion requirements adapted to their type of disability. The modification of the requirements may include an extension of time for written tests and papers, alteration of the point assessment in written papers, or changes to the classroom environment and necessary study aids.
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Recommended literature
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GAVORA, Peter. (2007). Sprievodca metodológiou kvalitatívneho výskumu. Bratislava.
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GULOVÁ, Lenka a ŠÍP, Radim, eds. (2013). Výzkumné metody v pedagogické praxi. Praha.
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HENDL, Jan a REMR, Jiří. (2017). Metody výzkumu a evaluace. Praha.
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HENDL, Jan. (2008). Kvalitativní výzkum: základní teorie, metody a aplikace. Praha.
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MORGAN, David L. (2001). Ohniskové skupiny jako metoda kvalitativního výzkumu. Boskovice.
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PELIKÁN, Jiří. (2004). Základy empirického výzkumu pedagogických jevů. Praha.
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PIETKIEWICZ, Igor a SMITH, Johathan Alan. (2012). Praktyczny przewodnik interpretacyjnej analizy fenomenologicznej w badaniach jakościovych v psychologii. , Czasopismo Psychologiczne. 18(2), 361-369.
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SMITH, Jonathan Alan, FLOWERS, Paul and LARKIN, Michael. (2013). Interpretative Phenomenological Analysis. Theory, Method and Research. London.
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ŠVAŘÍČEK, Roman, ŠEĎOVÁ, Klára a kol. (2007). Kvalitativní výzkum v pedagogických vědách. Praha.
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ŠVEC, Štefan a kol. (1998). Metodológia vied o výchove. Bratislava.
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WYSE, Dominic et al., eds. (2017). The BERA/SAGE Handbook of Educational Research. Vol. 1., 2. London.
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