The educational system is key sphere for building individual and collective awareness, but it may run the risk of perpetuating customs and chasing (rather than anticipating) the demands for change posed by the macroenvironment. When this state of inertia occurs, it is desirable to support reflective processes that foster active and conscious action by teachers. Educational research proposes several formative strategies aimed at building the professional growth of teachers and educators, but these approaches struggle to get out of the context in which they were conceived. One example of these methodologies is Research-Training (R-F), whose outcomes have the limitation of “situated” outcomes. This paper proposes an initial reflection on the possible entanglements of a quanti-qualitative, interdisciplinary approach co-designed by researchers from related fields, a theoretical reflection that uses R-F as a paradigmatic example. Finally, some observations are presented on quantitative research as a means of translating the content accrued in that specific context into valid indicators that can be exported to different fields.
Il sistema educativo è ambito chiave per la costruzione di consapevolezza individuale e collettiva, ma può incorrere nel rischio di perpetuare consuetudini e rincorrere (anziché precorrere) le richieste di cambiamento poste dal macroambiente. Quando si verifica questo stato di inerzia è auspicabile sostenere processi riflessivi che favoriscano un agire attivo e consapevole dei docenti. La ricerca educativa propone diverse strategie formative volte a costruire la crescita professionale di docenti ed educatori, ma questi approcci faticano ad uscire dal contesto in cui sono stati pensati. Un esempio di queste metodologie è la Ricerca-Formazione (R-F), i cui esiti presentano il limite di esiti “situati”. Questo contributo propone una iniziale riflessione sui possibili intrecci di un approccio quanti-qualitativo, interdisciplinare e co-progettato da ricercatori di settori affini, una riflessione teorica che usa la R-F come esempio paradigmatico. Infine, si presentano alcune osservazioni sulla ricerca quantitativa quale mezzo per tradurre il contenuto maturato in tale specifico contesto in indicatori validi e esportabili in ambiti diversi.
Ricerca qualitativa e quantitativa in dialogo: spunti di riflessione / Rigoni, Paola; Landi, Laura. - In: PEDAGOGIA E VITA. - ISSN 0031-3777. - 81:2/2023(2023), pp. 77-90.
Ricerca qualitativa e quantitativa in dialogo: spunti di riflessione
Landi, Laura
2023
Abstract
The educational system is key sphere for building individual and collective awareness, but it may run the risk of perpetuating customs and chasing (rather than anticipating) the demands for change posed by the macroenvironment. When this state of inertia occurs, it is desirable to support reflective processes that foster active and conscious action by teachers. Educational research proposes several formative strategies aimed at building the professional growth of teachers and educators, but these approaches struggle to get out of the context in which they were conceived. One example of these methodologies is Research-Training (R-F), whose outcomes have the limitation of “situated” outcomes. This paper proposes an initial reflection on the possible entanglements of a quanti-qualitative, interdisciplinary approach co-designed by researchers from related fields, a theoretical reflection that uses R-F as a paradigmatic example. Finally, some observations are presented on quantitative research as a means of translating the content accrued in that specific context into valid indicators that can be exported to different fields.Pubblicazioni consigliate
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