Teachers’ Evaluation of Research Methodologies for Educational Practice in Japan
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Nagai, M., Shouji, M., Mochiduki, T. & Kato, H. (2005). Teachers’ Evaluation of Research Methodologies for Educational Practice in Japan. In C. Crawford et al. (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2005 (pp. 968-973). Chesapeake, VA: AACE.
Retrieved from http://www.editlib.org/p/19143.
Conference Information
Society for Information Technology & Teacher Education International Conference (SITE) 2005
Phoenix, AZ, USA
2005
Caroline Crawford, Roger Carlsen, Ian Gibson, Karen McFerrin, Jerry Price, Roberta Weber & Dee Anna Willis
AACE
More Information on SITE
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Abstract
The authors conducted a questionnaire survey on the methodology for educational practice research among school teachers in Japan. Consequently, we concluded that teachers trust the opinions of those close to them rather than the opinions obtained from sources outside the school. With regard to educational practice research methods, the teachers had an understanding of both the experiential and non-experiential methods and expressed a preference for experiential research methods. Moreover, it was found that belief based on practical knowledge considerably affects teachers' understanding of educational practice research. Therefore, it is suggested that it is difficult for out-of-school researchers to introduce non-experiential methods and theories in schools using a one-sided approach, since this would be conspicuous for IT education due to the innovativeness of it. The authors highlight the benefits of Action Research wherein researchers conduct research with the cooperation of teachers.
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