How to Redesign Education Courses to Teach Qualitative Research
Location
DeSantis Room 3029
Format Type
Plenary
Format Type
Paper
Start Date
16-1-2020 10:15 AM
End Date
16-1-2020 10:35 AM
Abstract
There is a body of literature documenting the benefits of undergraduate research for students. Studies have shown that students who do research pursue graduate education at a higher rate than other students, enhance academic achievement, and develop intellectual skills. Many teacher preparation programs do not include research because of the emphasis on learning how to teach rather than learning from inquiry. There is a need to be innovative and intentional about including research in education courses so that prospective teachers may benefit from experiencing discovery and investigation that are central to undergraduate education. Qualitative research is an appropriate inclusion within education courses because of its descriptive nature. This presentation is focused on how two pedagogical courses were redesigned by the presenter to include a strong qualitative research component. The first course included observation as a methodological approach intended to acquire insights on how English language arts instruction is implemented in a field classroom. The second course included interviewing mentor teachers to gain insights on their remediation and assessment practices. Implementing the redesigned courses supported high engagement, as students were given the opportunities to relate course content with a real world setting (i.e., elementary classroom) and to develop research skills that potentially prepare them for graduate studies.
Keywords
undergraduate research, qualitative research for preservice teachers, course redesign, qualitative research in pedagogical courses
How to Redesign Education Courses to Teach Qualitative Research
DeSantis Room 3029
There is a body of literature documenting the benefits of undergraduate research for students. Studies have shown that students who do research pursue graduate education at a higher rate than other students, enhance academic achievement, and develop intellectual skills. Many teacher preparation programs do not include research because of the emphasis on learning how to teach rather than learning from inquiry. There is a need to be innovative and intentional about including research in education courses so that prospective teachers may benefit from experiencing discovery and investigation that are central to undergraduate education. Qualitative research is an appropriate inclusion within education courses because of its descriptive nature. This presentation is focused on how two pedagogical courses were redesigned by the presenter to include a strong qualitative research component. The first course included observation as a methodological approach intended to acquire insights on how English language arts instruction is implemented in a field classroom. The second course included interviewing mentor teachers to gain insights on their remediation and assessment practices. Implementing the redesigned courses supported high engagement, as students were given the opportunities to relate course content with a real world setting (i.e., elementary classroom) and to develop research skills that potentially prepare them for graduate studies.