A Mixed Research Synthesis of Literature on Teaching Qualitative Research Methods
A Mixed Research Synthesis of Literature on Teaching Qualitative Research Methods
复制标题
关于教学定性研究方法的文献的混合研究综合
作者：
C. Wagner;Barbara B. Kawulich;M. Garner
本文对1999年至2013年有关教学质性研究方法的文献进行了综述。113篇文章符合纳入标准;其中79篇来自美国和加拿大的学者。在113项研究中，只有39项是基于实证研究：从这些研究中提炼出7个描述性主题，其中占主导地位的是体验式学习和基于实践的材料和讲习班。文献描述教学质性研究为学生提供体验和实践为基础的学习机会，揭示其理想的教学特点。它还报告说，当学生参与学习经历时，他们经历了关于定性研究的范式转变以及个人转变。我们的研究证实，缺乏一个以研究为基础的方法来教学的定性方法，我们建议做更多的工作，以促进其教学文化，特别是关于用于评估教学的方法，创新的教学方法和评估方法。
This article surveys the literature from 1999 to 2013 on teaching qualitative research methods. One hundred thirteen articles fitted the inclusion criteria; 79 of these were by academics in the United States and Canada. Only 39 of the 113 were based on empirical research: from these, seven descriptive themes were distilled, of which the dominant ones are experiential learning and practice-based materials and workshops. The literature portrayed teaching qualitative research as providing experiential and practice-based learning opportunities for students that revealed its desirable pedagogical features. It further reported that when students engaged in learning experiences, they underwent paradigm shifts about qualitative research as well as personal transformations. Our study confirmed that there is a lack of a research-based approach to teaching qualitative methods and we recommend that more be done to contribute to its pedagogical culture particularly concerning methods used to evaluate instruction, innovative instructional methods, and approaches to assessment.
DOI：
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发表时间：
2006
期刊：
Research in the schools : a nationally refereed journal sponsored by the Mid-South Educational Research Association and the University of Alabama
影响因子：
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作者：
M. Sandelowski;C. Voils;J. Barroso
通讯作者：
M. Sandelowski;C. Voils;J. Barroso