A Methodological Teaching Experience on How to Write a Qualitative Research Proposal at the Master English Program in Costa Rica.
Location
1048
Format Type
Event
Format Type
Paper
Start Date
January 2019
End Date
January 2019
Abstract
Teaching qualitative research is a complex process and a diversified activity. For the past seven years, the students in the Master of teaching English at the National University of Costa Rica have been developing a qualitative research proposal from their own praxis and reflexivity of the classroom culture. The research design has been an organic process from real life students’ situations and struggles. The purpose of this study in my exploration and assessment of teaching and learning qualitative research to support master students' qualitative research projects with a focus on their proposal development. Typically, research methods courses require students to conceptualize, write and present their research topics in writing. First, I share the reflexivity process of the students to emerge with a research topic using praxis and reflexivity process informed by sociocultural theory. Next, I offer detail and examples of what each project involved and how through qualitative research operations students could design qualitative research proposals. Last, I discuss students´ feedback and self-assessment and how that feedback and assessment shaped their understanding and application of qualitative research in teaching English as a foreign language in Costa Rica and to enhance the development of students´ research projects.
Keywords
Qualitative research, praxis and reflexivity, research design
A Methodological Teaching Experience on How to Write a Qualitative Research Proposal at the Master English Program in Costa Rica.
1048
Teaching qualitative research is a complex process and a diversified activity. For the past seven years, the students in the Master of teaching English at the National University of Costa Rica have been developing a qualitative research proposal from their own praxis and reflexivity of the classroom culture. The research design has been an organic process from real life students’ situations and struggles. The purpose of this study in my exploration and assessment of teaching and learning qualitative research to support master students' qualitative research projects with a focus on their proposal development. Typically, research methods courses require students to conceptualize, write and present their research topics in writing. First, I share the reflexivity process of the students to emerge with a research topic using praxis and reflexivity process informed by sociocultural theory. Next, I offer detail and examples of what each project involved and how through qualitative research operations students could design qualitative research proposals. Last, I discuss students´ feedback and self-assessment and how that feedback and assessment shaped their understanding and application of qualitative research in teaching English as a foreign language in Costa Rica and to enhance the development of students´ research projects.
Comments
I am a qualitative research professor across different universities in Latin America and I have been able to develop with students qualitative research proposals in 10 weeks as part of their research seminars. I would like to have the opportunity to share with all you my praxis to accomplish this ideas.