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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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Basic concepts of research. Common and different features of quantitative and qualitative research. Formulation of topics, aims, problems and questions in qualitative research. Selection of the research sample. Basic methods of qualitative research. Data collection and processing process. Evaluation of research results and subsequent discussion. Possibilities of using designs (f. e. case study, ethnographic study, biographical study, narrative analysis, interpretive phenomenological analysis, discursive analysis, content and thematic analysis, grounded theory, qualitative comparative analysis) and their application to the process of planning, management, creation of projects and their implementation. Use of scientific resources (qualitative research) for own research.
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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 can discuss the possibilities of scientific research especially in the field of pedagogy. Students will be able to argue in favor of the use of a qualitative approach in the field of pedagogy. Students have sufficient knowledge and skills to carry out qualitative research, they can formulate research aims, problems and questions. They can choose an adequate design, research sample, and data processing and evaluation procedure. Students will be able to work with sources using qualitative research.
Students will acquire skills and tools for qualitative research in the field of pedagogy.
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Prerequisites
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unspecified
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Assessment methods and criteria
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Student performance, Seminar Work
Active and 100 % participation in seminar, elaboration of assigned tasks. At the colloquium, students will present skills related to the application of knowledge about qualitative research. Students will study published articles describing the implementation of qualitative research and at the colloquium they will describe two published studies using different methods of data collection. Students will present the process of implementation of the research and the conclusions of the research. They present the assignment orally and put its written processing into Moodle. 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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BĚLOHLÁVEK, František. (2009). Jak vést rozhovory s podřízenými pracovníky. Praha.
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CRESWELL, John W. (2013). Qualitative Inquiry and Research Design. London.
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GULOVÁ, Lenka, ŠÍP, Radim a kol. (2013). Výzkumné metody v pedagogické praxi.
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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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HRADILÁK, Daniel a MILLER, Laurence. (2009). Jak zvládat a řídit problémové zaměstnance. Praha.
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HUTCHENS, David. (2006). Jak přelstít vlky. Zeleneč.
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HUTCHENS, David. (2006). Lumíkovo dilema. Zeleneč.
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HUTCHENS, David. (2006). Neandrtálské stíny. Zeleneč.
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HUTCHENS, David. (2006). Špička ledovce. Zeleneč.
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MIHALČOVÁ, Bohuslava a PRUŽINSKÝ, Michal. (2006). O manažmente a manažovaní. Ružomberok.
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OBDRŽÁLEK, Zdeněk. (2002). Škola a jej manažment. Bratislava.
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OBST, Otto. (2003). Základy managementu. Olomouc.
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PAVLOV, Ivan. (2002). Profesijný rozvoj pedagogického zboru školy. Prešov.
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PUTNOVÁ, Anna a SEKNIČKA, Pavel. (2006). Etické řízení ve firmě. Nástroje a metody, etický a sociální audit.. Praha.
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SILVERMAN, David. (2005). Ako robiť kvalitatívny výskum. Bratislava.
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ŠVAŘÍČEK, Roman, ŠEĎOVÁ, Klára a kol. (2007). Kvalitativní výzkum v pedagogických vědách. Praha.
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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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