Handbook of Qualitative Research in Education
Show Less

Handbook of Qualitative Research in Education

Edited by Sara Delamont

The Handbook of Qualitative Research in Education offers both basic and advanced discussions of data collection, analysis and representation of all the best qualitative methods used in educational research.
Buy Book in Print
Show Summary Details
You do not have access to this content

Chapter 13: Teacher Education: Qualitative Research Approaches

Mark Dressman, Wayne Journell and Jay Mann


Mark Dressman, Wayne Journell and Jay Mann TEACHER EDUCATION Since the late 1980s, qualitative and ethnographic research methods have dominated inquiry across a wide range of age levels and content areas within teacher education. The complexity of teaching as a cultural activity and the individualistic quality of the profession, that is, the fact that teachers may be taught some things in cohorts but develop their habits of practice alone over extended periods of time in classrooms largely isolated from each other, has led researchers to focus on processes at local and often micro-ethnographic levels. In this chapter we focus our review of the research literature on three areas: the construction of teaching, teachers, and teacher education within North American and British/European contexts; case studies of teachers and programs; and action, or teacherresearch studies conducted by teachers themselves, typically in the middle or later years of their careers. In conclusion, we consider how the application of a method originating outside education by researchers who largely see themselves as educationists first and only later as social scientists (that is, as applied anthropologists or sociologists) changes both the method and the findings that it produces. We also offer three caveats about our review. First, our goal was not to be encyclopedic in our coverage of the research. There are many more interesting and informative studies of teacher education, both from a methodological and an issues-oriented viewpoint, than could be covered here. Rather, we chose to highlight particular studies representative of the methodological diversity...

You are not authenticated to view the full text of this chapter or article.

Elgaronline requires a subscription or purchase to access the full text of books or journals. Please login through your library system or with your personal username and password on the homepage.

Non-subscribers can freely search the site, view abstracts/ extracts and download selected front matter and introductory chapters for personal use.

Your library may not have purchased all subject areas. If you are authenticated and think you should have access to this title, please contact your librarian.

Further information

or login to access all content.