Educational Science Traditions and Qualitative Research
Abstract views: 53
/ 
PDF downloads: 62
DOI:
https://doi.org/10.59455/qietp.6Keywords:
educational science, educational studies, qualitative research, Anglo-American tradition, Continental European tradition, educational theory, teacher education, curriculum studiesAbstract
The purpose of this conceptual paper is to analyze the two main education science traditions, Anglo-American and Continental European, in relation to their interaction with qualitative research. After these two traditions are described, construction and use of theory in research is problematized through the perspectives in these traditions, and qualitative research is positioned in the priorities and knowledge claims they offer. In addition, the use of qualitative research in various areas of educational science such as teacher education, teaching and learning, curriculum studies is analyzed through the diverse educational science orientations. Finally, the case of Turkish educational science tradition is discussed in terms of subfields and research priorities promoted.
References
Arreman, I. E. (2008). The process of finding a shape: Stabilising new research structures in
Swedish teacher education, 2000-2007. European Educational Research Journal, 7(2),
-175.
Berliner, D. (2002). Educational research: The hardest science of all. Educational Researcher,
(8), 18-20. https://doi.org/10.3102/0013189X031008018
Biesta, G. J. (2011). Disciplines and theory in the academic study of education: a comparative
analysis of the Anglo-American and Continental construction of the field, Pedagogy,
Culture & Society, 19(2), 175-192.
Biesta, G. J. (2013) On the idea of educational theory. In B.J. Irby, G. Brown, R. Lara-Alecio, &
S. Jackson (Eds.), The handbook of educational theories (pp. 5-16). IAP.
B
ogdan, R.C. & Biklen, S.K. (2007) Qualitative research for education: An introduction to theory
and methods (5th ed.). Allyn & Bacon.
Brinkmann, S., Jacobsen, M. H., & Kristiansen, S. (2014). Historical overview of qualitative
research in the social sciences. In P. Leavy (Ed.), The Oxford handbook of qualitative
research (pp. 17–42). Oxford University Press.
Bümen, N. T., & Aktan, S. (2014). Yeniden kavramsallaştırma akımı ışığında Türkiye’de eğitim
programları ve öğretim alanı üzerine özeleştirel bir çözümleme (A self-critical analysis
upon Turkish curriculum and instruction field in consideration of reconceptualism.
Kastamonu Eğitim Dergisi (Kastamonu Education Journal). 22(3), 1123-1144.
Cameron, C. (2004). Social pedagogy and care: Danish and German practice in young people’s
residential care. Journal of Social Work, 4(2), 133 – 151.
Carr, W. (1985). Philosophy, values and educational science. Journal of Curriculum
Studies, 17(2), 119-132.
Denzin, N. K., & Lincoln, Y.S. (2018). Introdcution. In N.K. Denzin & Y.S. Lincoln (Eds.), The
Sage handbook of qualitative research (pp. 1-26). Sage.
Dewey, J. (1963). Experience and education. Scribner.
Drewek, P. (1998). Educational studies as an academic discipline in Germany at the beginning
of the twentieth century, In P. Drewek & C. Lüth (Eds.), Histoire des sciences de l’education
(History of educational sciences) 34 (Sup1) (pp. 175–194). CSHP. https://doi.org/10.10
/00309230.1998.11434883
Edwards, A. (2001) Researching pedagogy: A sociocultural agenda, Pedagogy, Culture and
Society, 9(2), 161-186. https://doi.org/10.1080/14681360100200111
Erickson, F. (2018). A history of qualitative inquiry in social and educational research. In N.K.
Denzin & Y.S. Lincoln (Eds.), The Sage handbook of qualitative research (pp. 36-65).
Sage.
Qualitative Inquiry in Education: Theory & Practice / QIETP
December 2023, Volume 1, Issue1
https://doi.org/10.14689/qietp.2023.6
Rewiev
Friesen, N. (2018). Continuing the dialogue: Curriculum, Didaktik and theories of knowledge,
Journal of Curriculum Studies, 50(6), 724-732, https://doi.org/10.1080/00220272.2018.
Friesen, N., & Osguthorpe, R. (2017). Tact and the pedagogical triangle: The authenticity
of teachers in relation. Teaching and Teacher Education, 70, 255-264. https://doi.
org/10.1016/j.tate.2017.11.023
Furlong, J. & Lawn, M. (Eds.). (2011). Disciplines of education: Their role in the future of
education research. Routledge.
Glaser B. G., & Strauss A. L. (1967). The discovery of grounded theory: Strategies for qualitative
research. Aldine.
Groothoff, H. H. (1973). Theorie der erziehung (Theory of education). In H.-H. Groothoff
(Ed.), Pädagogik Fischer Lexikon (Fischer Pedagogy Cyclopedia) (pp. 72–79). Fischer
Taschenbuch Verlag.
Herbart, J. F. (1892). The science of education: Its general principles deduced from its aim and
the aesthetic revelation of the world. Swann Sonnenschein.
Hirst, P. H. (1966). Educational theory. In J.W. Tibble (Ed.), The study of education (pp. 29–58).
Routledge and Kegan Paul.
Hultman, G., & Martinsson, B. G. (2018). Pedagogiskt arbete som tvärvetenskapligt
forsknings- och utbildningsfält. Exemplet Linköpings universitet (Pedagogical work
as an interdisciplinary field of research and education. The example of Linköping
University). Pedagogisk Forskning i Sverige (Pedagogical Research in Sweden), 23(5),
-136.
Jackson, P. (1992). Conceptions of curriculum and curriculum specialists. In P. Jackson (Ed.),
Handbook of research on curriculum (pp. 3-40). Macmillan.
Johnson, R.B., & Christensen, L. (2014). Educational research: Quantitative, qualitative and
mixed method approaches (5th ed.). Sage.
Klafki, W. (1995). Didactic analysis as the core of preparation of instruction. Journal of
Curriculum Studies, 27(1), 13–30.
Klette, K. (2007). Trends in research on teaching and learning in schools: Didactics meets
classroom studies. European Educational Research Journal, 6(2), 147-160. https://doi.
org/10.2304/eerj.2007.6.2.147
Kullberg, A., & Ingerman, A. (2022). Researching conditions of learning: Phenomenography
and variation theory. Oxford Research Encyclopedias, Education https://doi.
org/10.1093/acrefore/9780190264093.013.1708
Lather, P. (2016). Top ten + list: (Re) thinking ontology in (post) qualitative research. Cultural
Studies Critical Methodologies, 16(2), 125–131.
Qualitative Inquiry in Education: Theory & Practice / QIETP
December 2023, Volume 1, Issue1
https://doi.org/10.14689/qietp.2023.6
Rewiev
Lingard, B. (2015). Thinking about theory in educational research: Fieldwork in philosophy.
Educational Philosophy and Theory, 47(2), 173–191.
Loughran, J. (2013). Pedagogy: Making sense of the complex relationship between teaching
and learning. Curriculum Inquiry, 43(1), 118-141.
Maddock, T. H. (1997). Habermas, Carr and the possibility of a science of education.
Interchange, 28(2), 171-182.
Marton, F., & Morris, P. (2002). What matters? Discovering critical conditions of classroom
learning. Acta Universitatis Gothoburgensis.
Pinar, W. F. (2004). The reconceptualization curriculum studies (2nd ed.). Routledge.
Pinar, W. F., Reynolds, W. M., Slattery, P., & Taubman, P. M. (2008). Understanding curriculum:
An Introduction to the study of historical and contemporary curriculum discourses. Peter
Lang.
Pountney, R., & Yang, W (2021) International perspectives on the curriculum: Implications for
teachers & schools (Editorial), Research Intelligence, 148, 16.
Rata, E. (2021). The curriculum design coherence model in the Knowledge-Rich school
project. Review of Education, 9(2), 448-495.
Schubert, W. H. (2008). Curriculum in theory. In F. M. Connelly (Ed.), The Sage handbook of
curriculum and instruction (391-395). Sage.
Seel, H. (1999). Didaktik as the professional science of teachers. In B. Hudson, F. Buchberger,
P. Kansanen & H. Seel (Eds.), Didaktik/Fashdidaktik as science (-s) of the teaching
profession (pp. 85-94). Thematic Network of Teacher Education in Europe, Volume 2,
Nr 1.
Shulman, L. (1997). Disciplines of inquiry: An overview. In R. M. Jaeger (Ed.), Complementary
methods for researchers in education (pp. 3-19). American Educational Research
Association.
St. Pierre, E. A. (2021). Why post qualitative inquiry. Qualitative Inquiry, 27(2), 163-166.
Sundberg, D. (2004). From pedagogik to educational sciences? Higher education reform,
institutional settings and the formation of the discipline of educational science in
Sweden. European Educational Research Journal, 6(4), 393-410.
Suppes, P. (1974). The place of theory in educational research. Educational Researcher, 3,
-10.
Säljö, R. (2009). Learning, theories of learning, and units of analysis in research. Educational
Psychologist, 44(3), 202-208.
Taba, H. (1962). Curriculum development: Theory and practice. Harcourt Brace Jovanovich.
Qualitative Inquiry in Education: Theory & Practice / QIETP
December 2023, Volume 1, Issue1
https://doi.org/10.14689/qietp.2023.6
Rewiev
Tyler, R. W. (1949). Basic principles of curriculum and instruction. The University of Chicago
Press.
UK Department for Education (2022) Opportunity for all: strong schools with great teachers
for your child, white paper 2022. Her Majesty’s Stationery Office.
Wells, C. W. (2020). Landing in post qualitative. Qualitative Inquiry, 27(2), https://doi.
org/10.1177/1077800420941045
Winch, C. (2017). Teachers’ know-how: A philosophical investigation. John Wiley & Sons.
Yıldırım, A., & Şimşek, H. (2021) Sosyal bilimlerde nitel araştırma yöntemleri (Qualitative
research in social sciences) (12. baskı). Seçkin.
Young, M. (2010). Curriculum theory and the problem of knowledge: A Personal journey
and an unfinished project. In E. Malewski (Ed.), Curriculum studies handbook: The next
moment (pp. 219-230). Routledge.
Young, M. (2013). Overcoming the crisis in curriculum theory: A knowledge-based approach.
Journal of Curriculum Studies, 45(2), 101–118.
Zogla, I. (2018). Science of pedagogy: Theory of educational discipline and practice. Journal
of Teacher Education for Sustainability, 20(2), 31-43.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2023 Qualitative Inquiry in Education: Theory & Practice
This work is licensed under a Creative Commons Attribution 4.0 International License.
