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The Significance of Research in Further Education: A Practitioner’s Insights

This document explores the vital role of research in further education (FE) from a practitioner's perspective. It outlines objectives such as demonstrating the importance of research for educators, discussing ethical considerations, and illustrating data collection methods like questionnaires and interviews. It emphasizes the value of understanding teaching as a socio-cultural phenomenon and reflects on how biography impacts the learning process. This resource aims to foster dialogue among educators about research practices that enhance teaching and learning.

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The Significance of Research in Further Education: A Practitioner’s Insights

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  1. Research and Further Education A practitioner’s perspective G.Anderson TLCFE (CCC/Uni of Warwick)

  2. Introduction • Objectives • Why research in FE? • Becoming a researcher in FE • The meaning of research • Ethical issues • Data collection • Engaging with theory – data analysis • Writing • Conclusion G.Anderson TLCFE (CCC/Uni of Warwick)

  3. Objectives • Demonstrate and explain the importance of research in FE. • Illustrate practice, procedure and problems – from a personal perspective • Promote discussion on selected topics • Answer questions and discuss participants’ experiences. G.Anderson TLCFE (CCC/Uni of Warwick)

  4. Why research in FE? • To tell our ‘own story’ • The micro understanding of teachers • To get closer to the ‘truth’ • The process is as important as the outcome • To understand teaching and learning as a ‘socio-cultural’ phenomenon. G.Anderson TLCFE (CCC/Uni of Warwick)

  5. Biography or Baggage? • Is biography a significant factor in the learning process? • Can biography be ignored? • How can teachers address issues of biography? • Where are the boundaries? • What research methods can be used to discover biography? G.Anderson TLCFE (CCC/Uni of Warwick)

  6. Becoming a researcher in FE • TLC – team of 30 four English partnerships • ..\Miscellaneous\TLCFE Project aims.doc • Managerial culture - autonomy • Security and management perspectives • Colleagues – role identity • Training - RCBN • ‘The Restless College’ G.Anderson TLCFE (CCC/Uni of Warwick)

  7. The meaning of research • Finding information not previously known • Connected to ‘theory’ – sociology, psychology, management science • Democratic – open to critiquing • Reflections on paper – seeing myself in print G.Anderson TLCFE (CCC/Uni of Warwick)

  8. Dissemination – positives/negatives • In the situation you know would the dissemination of knowledge (research findings) pose any threats? • What opportunities emerge from dissemination? • What do practitioners want from research? G.Anderson TLCFE (CCC/Uni of Warwick)

  9. Ethical issues • Explanations • Informed consent • Ring fencing • Defended subjects • Emotional data • Feedback • Closure G.Anderson TLCFE (CCC/Uni of Warwick)

  10. Data collection • Questionnaires • Interviews • Focus groups • Photographs • Reflective journals • College policy, other documents G.Anderson TLCFE (CCC/Uni of Warwick)

  11. Engaging with theory – data analysis • New territory • New language – ‘post-Fordism’, ‘modernism’ and ‘post-modernism’ • Reading G.Anderson TLCFE (CCC/Uni of Warwick)

  12. Writing • Site case studies • Specific themes – developing research capacity • Instruments of analysis • Publications G.Anderson TLCFE (CCC/Uni of Warwick)

  13. Conclusion • Demonstrate and explain the importance of research in FE. • Illustrate practice, procedure and problems – from a personal perspective • Answer questions and discuss participants experiences. G.Anderson TLCFE (CCC/Uni of Warwick)

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