Critical Incidents as Formative Influences on the Work of Educational Researchers: Understanding an Insider Perspective through Narrative Enquiry

Autor/inn/en	Holligan, Chris; Wilson, Michael
Titel	Critical Incidents as Formative Influences on the Work of Educational Researchers: Understanding an Insider Perspective through Narrative Enquiry
Quelle	In: British Journal of Sociology of Education, 36 (2015) 3, S.453-473 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0142-5692
DOI	10.1080/01425692.2013.835713
Schlagwörter	Critical Incidents Method; Research Universities; Educational Research; Educational Researchers; Influences; Scholarship; Motivation; Individual Characteristics; Vignettes; Personal Narratives; Personality Traits; Qualitative Research; Foreign Countries; Semi Structured Interviews; United Kingdom (England); United Kingdom (Scotland) + Suchen Sie Ihr Suchwort? Forschungseinrichtung; Bildungsforschung; Pädagogische Forschung; Erziehungswissenschaftler; Erziehungswissenschaftlerin; Influence; Einfluss; Einflussfaktor; Scholarships; Stipendium; psychologische; Motivation (psychologisch); Personality characteristic; Personality traits; Persönlichkeitsmerkmal; Erlebniserzählung; Individual characteristics; Qualitative Forschung; Ausland
Abstract	Drawing on insights from phenomenological sociology and various strands of socio-cultural theory, this paper reports the findings of a qualitative investigation into critical incidents as formative influences in the research orientation and research cultivation of 22 academics working in research-intensive university education departments. The study first outlines the context in which educational research has taken place, focusing on evidence of tension and conflict associated with differences in epistemological and professional orientation. The research findings indicate two ideal-type categories of educational research professional: the "intellectual-academic", motivated primarily by the intellectual virtue of research excellence and accountability to the academic community; and the "humanistic-professional," motivated by service to the wider community. It is concluded that a synergy of both orientations is necessary in producing quality research that is both rigorous and meaningful to a constituency of stakeholders extending beyond the immediate interests of academe. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01