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West Ashley Library
9 a.m. – 7 p.m.
Phone: (843) 766-6635
Main Library
9 a.m. - 8 p.m.
Phone: (843) 805-6930
Folly Beach Library
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Phone: (843) 588-2001
John L. Dart Library
9 a.m. – 7 p.m.
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St. Paul's/Hollywood Library
9 a.m. - 8 p.m.
Phone: (843) 889-3300
Mt. Pleasant Library
9 a.m. – 8 p.m.
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Dorchester Road Library
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Edgar Allan Poe/Sullivan's Island Library
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John's Island Library
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Wando Mount Pleasant Library
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Qualitative-Based Methodology to Teaching Qualitative Methodology in Higher Education
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- Author(s): Katz, Sara
- Language:
English- Source:
International Journal of Teaching and Learning in Higher Education. 2015 27(3):352-363.- Publication Date:
2015- Document Type:
Journal Articles
Reports - Research- Subject Terms:
Higher Education; Case Studies; Foreign Countries; Data Collection; Observation; Student Teachers; Grounded Theory; Qualitative Research; Statistical Analysis; Inquiry; Self Efficacy; Epistemology; Researchers; Research Methodology; Schools of Education; Feedback (Response); Teacher Student Relationship; Comparative Analysis - Language:
- Additional Information
- Availability: International Society for Exploring Teaching and Learning. Web site: http://www.isetl.org/ijtlhe
- Peer Reviewed: Y
- Source: 12
- Education Level: Higher Education
Postsecondary Education - Subject Terms:
- ISSN: 1812-9129
- Abstract: There is no defined theory for teaching Qualitative Inquiry, and very few studies have focused on the topic. This study is a qualitative case study focused on the Qualitative Methods course that I teach at a college of education in Israel. The aim of the study is to explore and describe the course, to provide a true picture of my pedagogy, and to learn from it. The participants are 30 student-teachers, aged 25-46, who teach in elementary schools and have no previous research experience. Research tools used for data collection are 10 observations of the course lessons by a colleague; 10 open self-reflections written by participants; 10 self-reflections of the researcher who is, in this case, also the teacher; participants' feedback for the course; participants' responses to the researcher's routine comments written on students' papers; and field notes. The constant comparative method and the grounded theory techniques are used for analysis. Results show a qualitative research-led pedagogy model which is consistent with the conventional systematic outlook while fostering post-modern epistemological views, high levels of student's self-efficacy, high performance, self-direction, and integrity in conducting research. I hope my description would encourage other researchers to continue exploring new pedagogic strategies for teaching Qualitative Inquiry.
- Abstract: As Provided
- Number of References: 39
- Publication Date: 2016
- Accession Number: EJ1093720
- Availability:
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