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Lecturer(s)
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Šarníková Gabriela, doc. PhDr. PhD.
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Course content
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Science, scientific theory, scientific research. Qualitative and quantitative research in educational sciences. Phases of qualitative research. Specifics of research problem formulation, goals and research questions in qualitative research in pedagogical issues. Specifics of selecting a research sample/file. Data collection methods and their processing in qualitative research. Selected designs in research. Work with selected software: Atlas.ti, NVivo, MAXQD, TRANSANA, DEDOOSE, 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 forpedagogy 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 participation in the seminar Students present the formulation of research questions, problems and objectives in terms of free time. They will prepare a term paper according to the instructions: they will obtain data using the leisure-time interview method. They will create the transcripts and carry out the coding, categorization and thematic analysis of the data. It will attempt to answer a research question. At the colloquium, they present the knowledge gained from the preparation of the seminar work. The seminar work will be post on Moodle. Completion of the course will only be recorded for students who meet all requirements during the semester, at the colloquium, and after the colloquium (including flawlessly completed written work). 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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