Criteria for the Quality of Inquiry

Wardekker, W.L.

doi:10.1207/s15327884mca0704_02

Cited by 48 publications

(31 citation statements)

References 16 publications

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“…This self-study project has similarly been pushed by the need for pedagogic critique in the internationalisation of Chinese language teaching and learning. While two case studies cannot be generalised, we suggest that the study has 'generative power' (Wardekker 2000). Narrative enquiry has the "power to enlighten people by making them really understand the narratives that were the object of the study" (p.266).…”

Section: Resultsmentioning

confidence: 90%

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Limiting professional trajectories: a dual narrative study in Chinese language education

Moloney

Wang

2016

Asian. J. Second. Foreign. Lang. Educ.

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Introduction: The globally expanding community of educators involved in the teaching of Chinese as a Foreign Language (CFL) is being pushed to adapt to diverse educational contexts, engendering tension and dislocation. There has been limited success in efforts to modernise practice in the teaching of Chinese, with subsequent urgent calls for both a fresh approach to innovation, and for a better understanding of the nature of teacher experience in the professional community. This article reports a project which employed self-study to investigate, through analysis of reflective narratives, two career trajectories associated with Chinese as a foreign language. Results: The analysis of the narratives uncover issues of identity and power, in the shaping of the participants's practice and professional trajectories. The analysis provides illustration of how limitation in professional participation can result in limitation of innovative practice. The investigation identifies the formation of new independent decentralised professional communities for CFL. Conclusions: The study offers recommendations to promote innovative practice which can support more effective teaching and learning.

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Section: Resultsmentioning

confidence: 90%

“…Narrative enquiry has the "power to enlighten people by making them really understand the narratives that were the object of the study" (p.266). With Wardekker (2000), we believe that this may lead to understanding of change processes in a specific situation, which creates a "potential for learning and change" (Wardekker 2000: 269).…”

Section: Resultsmentioning

confidence: 99%

Limiting professional trajectories: a dual narrative study in Chinese language education

Moloney

Wang

2016

Asian. J. Second. Foreign. Lang. Educ.

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“…Some researchers refer to poststructuralism as such, with its associated, qualitative discourse analysis, as a method. In this context other researchers mention action research or collaborative research, in which the improvement of educational practice forms part of the research (Wardekker, 1998). Neither an interpretive tradition nor a ''third approach'' has developed clearly in Dutch educational sciences.…”

Section: Interpretation: the Fleck-elias Modelmentioning

confidence: 99%

“…is based (LeCompte, 1997;Wardekker, 1998). We feel that this aspect deserves more attention in the dialogue between qualitatively oriented researchers.…”

mentioning

confidence: 99%

The leeway of qualitative educational research: A case study

Dam¹,

Volman²

2001

International Journal of Qualitative Studies in Education

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“…Researchers are trained at education schools that do not train teachers. 1 Although some researchers strongly advocate cooperation between researchers and teachers (Ten Dam, Volman, & Wardekker, 2005;Van den Akker, Gravemeijer, McKenny, & Nieveen, 2006;Wardekker, 2000) and although teacher training colleges are increasingly doing research as well, both professional groups have their own language and their own incentive structures (Vandenberghe, 2005).…”

mentioning

confidence: 99%

Will a Clinical Approach Make Education Research More Relevant for Practice?

Bulterman-Bos¹

2008

Educational Researcher

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Criteria for the Quality of Inquiry

Cited by 48 publications

References 16 publications

Limiting professional trajectories: a dual narrative study in Chinese language education

Limiting professional trajectories: a dual narrative study in Chinese language education

The leeway of qualitative educational research: A case study

Will a Clinical Approach Make Education Research More Relevant for Practice?

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