Teacher reflection as a research method: using phenomenology to reflect on classroom events

IF 1.5 Q2 EDUCATION & EDUCATIONAL RESEARCH

International Journal of Research & Method in Education Pub Date : 2024-04-02 DOI:10.1080/1743727x.2024.2336142

Brendan Hyde

引用次数: 0

Abstract

Arguing that teacher reflection on events as a research method is necessary for naming unrecognized values and moral responsibility that have informed current practice, I apply phenomenological ref...

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作为研究方法的教师反思：利用现象学反思课堂事件

我认为，作为一种研究方法，教师对事件的反思对于揭示当前实践中未被承认的价值观和道德责任是必要的。

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来源期刊

International Journal of Research & Method in Education EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

4.70

自引率

5.00%

发文量

期刊介绍： The International Journal of Research & Method in Education is an interdisciplinary, peer-reviewed journal that draws contributions from a wide community of international researchers. Contributions are expected to develop and further international discourse in educational research with a particular focus on method and methodological issues. The journal welcomes papers engaging with methods from within a qualitative or quantitative framework, or from frameworks which cut across and or challenge this duality. Papers should not solely focus on the practice of education; there must be a contribution to methodology. International Journal of Research & Method in Education is committed to publishing scholarly research that discusses conceptual, theoretical and methodological issues, provides evidence, support for or informed critique of unusual or new methodologies within educational research and provides innovative, new perspectives and examinations of key research findings. The journal’s enthusiasm to foster debate is also recognised in a keenness to include engaged, thought-provoking response papers to previously published articles. The journal is also interested in papers that discuss issues in the teaching of research methods for educational researchers. Contributors to International Journal of Research & Method in Education should take care to communicate their findings or arguments in a succinct, accessible manner to an international readership of researchers, policy-makers and practitioners from a range of disciplines including but not limited to philosophy, sociology, economics, psychology, and history of education. The Co-Editors welcome suggested topics for future Special Issues. Initial ideas should be discussed by email with the Co-Editors before a formal proposal is submitted for consideration.