research for post-ma development richard watson todd
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Research for Post-MA Development
Richard Watson Todd
http://arts.kmutt.ac.th/crs/research/Research.ppt
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A quick survey
Have you conducted research since finishing your MA?
Have you published research since finishing your MA?
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What is research?
“Research is an attempt to understand something better through the systematic and formal collection and analysis of empirical data” (Shanahan, 2002: 10)
– research is not ‘proving’ something– research is not necessarily changing something
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Why do research? “Research is valuable because it offers mor
e than results. It provides grounds for thinking more deeply about what is being studied” (Shanahan, 2002: 15)
Uses of research– To identify problems– To increase our understanding of how things w
ork– To develop applications (e.g. materials, method
s)
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Development
Teaching development Knowledge development Qualification development Career development Institutional development
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Teaching development Teaching focuses for research
– Focus on method (e.g. test - teach - test research)– Focus on interaction– Focus on teacher
Students learn despite the method Action research focusing on interaction or teac
her Key issue is insightfulness
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Knowledge development
Upgrading knowledge through reading Difficulties of upgrading knowledge withou
t a motivation Research providing the motivation for readi
ng
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Qualification development
Formal qualifications: PhD implies research CV improvement: publications
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Career development
Upgrading academic status (assistant professor etc., ajarn 3)
Autonomous universities and university evaluation lead to evaluation of teachers
Conducting research is important for evaluations
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Institutional development
Working in a professional environment Research promotes professionalism
Research can inform materials, courses, plans leading to a more effective institution
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Summary so far
Research for deeper understanding and thinking
Potential positive developments impacts of conducting research
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Issues of conducting research in Thailand 2 surveys concerning conducting research
– Faculty of Humanities, Srinakharinwirote University
– Faculty of Humanities, Naresuan University
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Issues of conducting research in Thailand 90% of teachers want to conduct research
– Key motivations include curiosity and improving work, especially teaching
Only 50% actually conduct research– Key reasons for not conducting research:
• Lack of time
• Other responsibilities have a higher priority
• Lack of knowledge and experience in conducting research
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Conceptions of research
Survey of teachers’ views of what makes good research (Borg, 2007)
– Research must be objective– Research involves testing hypotheses– Research involves controlling variables– Research needs large numbers of subjects
Traditional model of research
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Influence of environment
Traditional model of research is prevalent in Thailand
Environment influences own ideas Easy to accept traditional model of research
Traditional model of research is not the most effective at promoting a deeper understanding
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Traditional research and development Traditional research rarely leads to useful in
sights - not most useful for teaching development
Traditional research has predetermined expectations - less need for wide reading and knowledge development
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Traditional research and development Traditional research is not necessarily publi
shable - little effect on qualification and career development
Traditional research can help promote professionalism, but may not be most useful for course (etc.) development
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Research development
If not traditional research, then what?
MA thesis– new to research– pressure to finish quickly
Developments in research methodologies and focuses
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Alternatives to traditional research Traditional
– deductive
– predetermined
– confirmatory
– outcome
Alternative– inductive
– emergent
– exploratory
– process
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Alternatives to traditional research Analysing student processes (e.g. introspecti
on, stimulated recall) Analysing student communication (e.g. disco
urse analysis, conversation analysis) Analysing teacher beliefs (e.g. metaphor anal
ysis, diary studies) Identifying key issues (e.g. critical incident a
nalysis)
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Bringing it all together
Development is important Development has several aspects Deeper understanding and thinking lead to development (Non-traditional) research promotes deeper understanding
and thinking Therefore (non-traditional) research promotes developmen
t Since development is important, research is important Need to make time for research and give research a high pr
iority