作为实践的定性教学方法:韩国的五个故事

Young Chun Kim, Seo-Hwan Choi, Jung-Hoon Jung
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摘要

根据Patti Lather的“研究即实践”的概念,本文的目的是提供韩国教学定性研究的意义,韩国的学术文化受到西方的高度影响,如果不是主导的话。在这方面,作者对韩国本科生和研究生的定性研究教学经验进行了概念化。在这项研究中,我们采用了一种关键事件技术,以有用的方式总结和描述数据,同时尽可能少地牺牲数据的全面性、特异性和有效性。三位作者收集了关于教学定性方法的故事、经验和思考,并对这些经验进行了分类。作者讲述的故事包含以下五个主题;教学定性研究作为(a)危险的实践,(b)痛苦的实践,(c)恐怖的实践,(d)教育实践,(e)勇敢的实践。每一个实践都以隐喻的形式阐释了韩国教学定性研究实践的意义。作者在文章的结尾提出了一些问题,以促使韩国研究人员重新思考和反思他们在韩国及其他国家的教学和进行定性研究的实践。在这样做的过程中,作者打算为教学定性研究的国际话语做出贡献,其中包括不同背景下的各种经验和解释。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Teaching Qalitative Methodologies as Praxis: Five Tales from South Korea
Informed by Patti Lather’s notion of ‘research as praxis,’ the purpose of this article is to provide the meaning of teaching qualitative research in South Korea wherein whose academic culture has been highly influenced, if not dominated, by the West. In this respect, the authors conceptualize the experiences of teaching qualitative research to undergraduate and graduate students in South Korea. For this study, we employed a critical incident technique that summarizes and describes the data in a useful manner, while at the same time sacrificing as little as possible of their comprehensiveness, specificity, and validity. Three authors have collected stories, experiences, and reflections on teaching qualitative methodologies, and then categorized their reflections of these experiences. The stories the authors tell entail five themes as follows; teaching qualitative research as (a) dangerous practice, (b) painful practice, (c) horrifying practice, (d) educative practice, and (e) brave practice. Each practice, as a metaphor, illuminate the meanings of the practices of teaching qualitative research in South Korea. The authors conclude the article with questions to provoke Korean researchers to rethink and reflect on their practices of teaching and conducting qualitative research in the Korean context and beyond. In doing so, the authors intend to contribute to the international discourse of teaching qualitative research which embraces various experiences and interpretations within different contexts.
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