Case studies are a widely used research strategy employed in qualitative research. Having been applied for a long time in social sciences and considering the considerable number of scientific papers dealing with their epistemology, case studies are often discussed in terms of their status, (un)clear definition and application in the context of methods of social science research. The aim of this paper is to contribute to an understanding of this research strategy and to offer to the reader, the future researcher who wishes to conduct a case study, an overview of relevant authors and their views of processes typical for this strategy, which differs from other strategies mostly by the flexibility of its design. In addition to discussing challenges related to the definition for case study, the paper also deals with various principles for selecting cases, methods for collecting data about the case and determining case limits. The paper lists potential methods for ensuring the validity and reliability of case studies and offers advice on reporting about a conducted case study. Finally, the characteristics of case studies are described considering the criterion of flexibility while emphasising the role of the researcher conducting the study.
This article reports on a study in which a new conceptual framework for fostering a positive attitude towards teaching in higher education (PATTHE) was developed. The PATTHE framework builds on a holistic four‐dimensional theoretical concept and is not limited by the specificity of teaching within a particular discipline or national higher education context. The four dimensions of PATTHE pertain to (a) emotional dimension, (b) professional development, (c) constructivist approaches to teaching, and (d) the teaching and research nexus; all of which are relevant for empowering quality teaching at personal, institutional and/or national higher education policy levels. The purpose of our study was to test and analyse this conceptual framework. Creative qualitative research methods were used including identification of keywords, evoking participant opinions through visual materials, reactions to vignettes, and by documenting discussions regarding the proposed PATTHE conceptual framework. A purposive and critically informed approach was used for the selection of twelve higher education experts as research participants. Responses from the selected education developers were collected through an online protocol system. Research results revealed that participant reflections on a positive attitude towards teaching showed a high level of agreement with the proposed conceptual framework; the proposed theoretical concept is thereby deemed well‐constructed and acceptable with minimal extensions.
Croatia’s accession to the EU brought changes in educational policies by introducing the concept of the European Dimension in Education (EDE). EDE has successfully found its way into the new Croatian national curriculum, however, there has been no comprehensive analysis of whether it has been introduced into teaching materials (textbooks). Therefore, the aim of this paper is to determine if the European Dimension in Education is present in geography textbooks for primary schools, as well as to explore how it is represented in them. The results of research show that the idea of the European Dimension in Education is most commonly present in terms of factual knowledge about Europe, which does not motivate teachers and pupils to actively and critically discuss issues related to Europe and the European Union.
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