Contestable Professional Academic Identity of Those Who Teach Research Methodology

Autor/in	Daniel, Ben K.
Titel	Contestable Professional Academic Identity of Those Who Teach Research Methodology
Quelle	In: International Journal of Research & Method in Education, 41 (2018) 5, S.548-561 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1743-727X
DOI	10.1080/1743727X.2017.1369510
Schlagwörter	Foreign Countries; College Faculty; Professional Identity; Teaching Methods; Research Methodology; Training; Courses; Canada; Australia; United Kingdom; New Zealand; United States; India + Suchen Sie Ihr Suchwort? Ausland; Fakultät; Teaching method; Lehrmethode; Unterrichtsmethode; Research method; Forschungsmethode; Ausbildung; Kursangebot; Kanada; Australien; Großbritannien; Neuseeland; USA; Indien
Abstract	A professional academic identity is important because it supports a sense of belonging and contributes to the scholarly advancement of a discipline. However, a professional academic identity for those involved in teaching research methodology is particularly complex and diverse. This research surveyed 144 academics from 139 universities in 9 countries, who are involved in teaching research methodology, and examined the extent to which participants construct their professional academic identity around research methodology. The study also sought to examine whether participants view research methodology as a distinct discipline. Findings show that academics teaching research methods inhabit multiple identities. Some identified as expert researchers, while others associated with particular research methods, along with a clear epistemic attachment, within a particular area of scholarly inquiry. Furthermore, few participants described themselves as research methodologists, and stressed the significance of teaching research methodology as a distinct discipline. Findings also revealed that the majority of the institutions involved in the study approach research methodology as 'a service course' and predominantly taught by volunteer academics. This study contributes to our understanding of how research methodology courses are organized, and the broader implications of the different approaches to the scholarly advancement of research methodology as a distinct subject. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01