The Epistemological Differences Between a Teacher and Researcher: A personal journey illustrating second order action research
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Abstract
This keynote address tells the personal journey of a former
teacher who is now involved in educational research.
Educational research is topical at the moment in Design
and Technology (D&T) Education, as many initial teacher
training (ITE) courses make the transition to masters level
accreditation, something endorsed by the teacher training
and development agency (TDA) as a means of enhancing the status of the teaching profession. The implication being that ITE courses will develop a significant research component to their courses. This paper argues against relying on experience only, or anecdotal accounts as a
means for understanding or explaining the nature of the phenomena being studied. The case for conducting educational research that is ‘systematically, sceptically and ethically’ (Robson, 2002) conducted, is seen as a means understanding human behaviour, in a way that leads to conclusions that are credible (Cohen, 2007). The author draws on his experience as both a teacher in school, and as a Principal Investigator of a large, Gatsby funded research project, which looked at creativity in design and technology which is influencing policy and practice both nationally and internationally.
teacher who is now involved in educational research.
Educational research is topical at the moment in Design
and Technology (D&T) Education, as many initial teacher
training (ITE) courses make the transition to masters level
accreditation, something endorsed by the teacher training
and development agency (TDA) as a means of enhancing the status of the teaching profession. The implication being that ITE courses will develop a significant research component to their courses. This paper argues against relying on experience only, or anecdotal accounts as a
means for understanding or explaining the nature of the phenomena being studied. The case for conducting educational research that is ‘systematically, sceptically and ethically’ (Robson, 2002) conducted, is seen as a means understanding human behaviour, in a way that leads to conclusions that are credible (Cohen, 2007). The author draws on his experience as both a teacher in school, and as a Principal Investigator of a large, Gatsby funded research project, which looked at creativity in design and technology which is influencing policy and practice both nationally and internationally.
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How to Cite
NICHOLL, Bill.
The Epistemological Differences Between a Teacher and Researcher: A personal journey illustrating second order action research.
Design and Technology Education: an International Journal, [S.l.], v. 14, n. 3, oct. 2009.
ISSN 1360-1431.
Available at: <https://ojs.lboro.ac.uk/DATE/article/view/1273>. Date accessed: 05 june 2023.
Keywords
action research; creativity; interpretive; epistemology; verstehen
Issue
Section
Research
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