Secondly, whilst most teachers involved in mentoring trainees are open to discussing apparent limitations in their own teaching rather than wishing to be seen as paragons of classroom practice, it was hardly the place of the not-yet-qualified novice, still developing insight into the job of teaching and the context of the placement school, to undertake an aggressive criticism of the fully qualified, experienced teacher.
when I broached these issues with the trainee, it transpired that he was actually presenting a critique of his own teaching. 'The teacher' he referred to was his assignment was himself, described in the third person.
The classroom observer who was so critical of the teacher was also the trainee. In order to offer a 'scientific account' (and therefore in his mind a more rigorous one) the trainee referred to himself separately as both 'the teacher' and' the observer' ,and reported his internal reflections on his lesson in the form of a dialogue between these two characters.
In his attempt to be scientific and rigorous he managed to provide a distorted and misleading account.
If you are reporting your own actions as a teacher-researcher in educational research writing, then describing yourself in the first person, as 'I', is not only acceptable, but often sensible.
Potential conflicts of interest.
Question for reflection.
would you believe a study that claimed a computer program was effective in supporting student learning if that study was sponsored by the company selling the software?
One related issue is when researchers may be seen to have a 'conflict of interest'
For example, one of the studies mentioned in Chapter 2 (Macaruso et al., 2006) found that computer-based supplementary phonics software enabled students considered to be 'low performing' to catch up with their classmates.
The second author of the paper, Hook, was a consultant involved in the design of the software.
The third author, McCabe, was actu-ally the Director of Research and Product Management at the company that developed the software.
This is something the reader may wish to bear in mind when reading the study. However, these affiliations are reported at the end of the study, so that the potential 'conflict of interest' is acknowledged.
Whilst ideally we might prefer an evaluation of the software that can be seen as independent, the developing company is both prepared to support research into their products (which may not happen otherwise), and presumably highly motivated to use the findings from research to improve and develop their software.
is the focus appropriately conceptualized in the research?
There are many different ways that a project can be conceptualized.
Any research paper will have a specific focus and/or research questions), and the first part of any research account is usually setting the scene for the research by offering a way of thinking about the research context.
This introductory section of a paper will explain key ideas that are being used to think about the research, and will discuss existing literature the author thinks especially relevant (see Chapter 3).
Secondly, whilst most teachers involved in mentoring trainees are open to discussing apparent limitations in their own teaching rather than wishing to be seen as paragons of classroom practice, it was hardly the place of the not-yet-qualified novice, still developing insight into the job of teaching and the context of the placement school, to undertake an aggressive criticism of the fully qualified, experienced teacher. when I broached these issues with the trainee, it transpired that he was actually presenting a critique of his own teaching. 'The teacher' he referred to was his assignment was himself, described in the third person. The classroom observer who was so critical of the teacher was also the trainee. In order to offer a 'scientific account' (and therefore in his mind a more rigorous one) the trainee referred to himself separately as both 'the teacher' and' the observer' ,and reported his internal reflections on his lesson in the form of a dialogue between these two characters. In his attempt to be scientific and rigorous he managed to provide a distorted and misleading account. If you are reporting your own actions as a teacher-researcher in educational research writing, then describing yourself in the first person, as 'I', is not only acceptable, but often sensible. Potential conflicts of interest. Question for reflection. would you believe a study that claimed a computer program was effective in supporting student learning if that study was sponsored by the company selling the software? One related issue is when researchers may be seen to have a 'conflict of interest' For example, one of the studies mentioned in Chapter 2 (Macaruso et al., 2006) found that computer-based supplementary phonics software enabled students considered to be 'low performing' to catch up with their classmates. The second author of the paper, Hook, was a consultant involved in the design of the software. The third author, McCabe, was actu-ally the Director of Research and Product Management at the company that developed the software. This is something the reader may wish to bear in mind when reading the study. However, these affiliations are reported at the end of the study, so that the potential 'conflict of interest' is acknowledged. Whilst ideally we might prefer an evaluation of the software that can be seen as independent, the developing company is both prepared to support research into their products (which may not happen otherwise), and presumably highly motivated to use the findings from research to improve and develop their software. is the focus appropriately conceptualized in the research? There are many different ways that a project can be conceptualized. Any research paper will have a specific focus and/or research questions), and the first part of any research account is usually setting the scene for the research by offering a way of thinking about the research context. This introductory section of a paper will explain key ideas that are being used to think about the research, and will discuss existing literature the author thinks especially relevant (see Chapter 3).
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