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- Du, Xiangyun, et al.
(författare)
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Examining emic viewpoints on a pedagogical development program's long-term effects using Q methodology
- 2021
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Ingår i: Studies in Educational Evaluation. - : Elsevier. - 0191-491X .- 1879-2529. ; 71
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Tidskriftsartikel (refereegranskat)abstract
- To examine the long-term effects of pedagogical development, the study explored 56 Chinese university instructors' viewpoints on their professional agency in implementing new pedagogical practices following a PBL program in Denmark. Q methodology was supplemented by a post-sorting survey and post-analysis interviews. An eight-factor solution emerged, indicating a high variation in participants' subjective experiences of PBL implementation. Their perceived sources for agency enactment are both internal and external, crossing three phases in practice - readiness, implementation, and prospects. Despite suggesting positive long-term PD effects, the study also illustrates how university instructors' agency enactment is constrained by contextual aspects, including a lack of surrounding acceptance and support. Practical implementations how PD programs may support long-term teacher learning through agency development are provided.
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| 2. |
- Holmqvist, Mona, et al.
(författare)
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Extending the phenomenographic analysis by using the Q-metodology approach –a theoretical contribution
- 2021
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Ingår i: EARLI 2021 On-line Book of Abstracts. The 19th Biennial EARLI Conference for Research on Learning and Instruction. EDUCATION ANDCITIZENSHIP:Learning and Instructionand the Shaping of Futures.
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- This theoretical contribution aims to discuss and point out in what way Q-methodology merged with phenomenography can contribute to a more systematic and solid analysis of respondents’ expressed experiences, as well as how phenomenography can contribute as an analytical tool to find viewpoints and statements providing a Q-sorting. Since the start of the development of the research approach, phenomenography has focused on respondents’ conceptions or experiences, and qualitative differences between differently expressed phenomena captured during a qualitative analyze. Critic has been raised against the de-contextualization during the analysis, and by that, neglecting differences of experiences in relation to contextual aspects. Lately, there is a claim that the development of phenomenography as a methodological approach has been sparse, instead there has been a focus on variation theory to enhance the theoretical stance based on the approach. In this paper, the two methodological approaches are discussed, and aspects of strengths which can be used to contribute to each approach’s development are based in previous research.
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