Teachers’ Evaluation of Research Methodologies for Educational Practice in Japan
Masahiro Nagai, Gifu Shotoku Gakuen University, Japan ; Mikio Shouji, Sodegaura City Board of Education, Japan ; Toshio Mochiduki, Kobe University, Japan ; Hiroshi Kato, National Institute of Multimedia Education, Japan
Society for Information Technology & Teacher Education International Conference, in Phoenix, AZ, USA ISBN 978-1-880094-55-6 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA
The authors conducted a questionnaire survey on the methodology for educational practice research among school teachers in Japan. Consequently, we concluded that teachers trust the opinions of those close to them rather than the opinions obtained from sources outside the school. With regard to educational practice research methods, the teachers had an understanding of both the experiential and non-experiential methods and expressed a preference for experiential research methods. Moreover, it was found that belief based on practical knowledge considerably affects teachers' understanding of educational practice research. Therefore, it is suggested that it is difficult for out-of-school researchers to introduce non-experiential methods and theories in schools using a one-sided approach, since this would be conspicuous for IT education due to the innovativeness of it. The authors highlight the benefits of Action Research wherein researchers conduct research with the cooperation of teachers.
Nagai, M., Shouji, M., Mochiduki, T. & Kato, H. (2005). Teachers’ Evaluation of Research Methodologies for Educational Practice in Japan. In C. Crawford, R. Carlsen, I. Gibson, K. McFerrin, J. Price, R. Weber & D. Willis (Eds.), Proceedings of SITE 2005--Society for Information Technology & Teacher Education International Conference (pp. 968-973). Phoenix, AZ, USA: Association for the Advancement of Computing in Education (AACE). Retrieved February 16, 2019 from https://www.learntechlib.org/primary/p/19143/.
© 2005 Association for the Advancement of Computing in Education (AACE)
- Ohtani, T. (2002). Reliability and validity in educational practice research: With qualitative research clue to go on. Toshio OKAMOTO (Ed.), Last Reports: Synthesis research regarding systematizing educational technology research in PostModern Age (pp.75-81). 2000-2001 Grant-in-Aid for Educational Research: Scientific
- Sato, M. (1998). Psychology in practical thinking of teachers. Yutaka SAEKI (Ed.), Between psychology and educational practice (pp.9-55). University of Tokyo Press.
- Schon, D. And Rein, M. (1994). Frame reflection: Toward the resolution of intractable controversies. Basic Books. U.S. Department of Education (2003). No Child Left Behind (NCLB). Http://www.ed.gov/nclb/landing.jhtml.
These references have been extracted automatically and may have some errors. If you see a mistake in the references above, please contact firstname.lastname@example.org.