El “Interactive Research Methods Lab”Un Hub para la promoción del Cambio Educativo basado en la equidad metodológica

  1. Jorrín Abellán, Iván 1
  1. 1 Kennesaw State University
    info

    Kennesaw State University

    Kennesaw, Estados Unidos

    ROR https://ror.org/00jeqjx33

Aldizkaria:
Revista electrónica interuniversitaria de formación del profesorado

ISSN: 1575-0965

Argitalpen urtea: 2023

Zenbakien izenburua: Laboratorios de investigación en el aula: principios y modelos educativos basados en la evidencia

Alea: 26

Zenbakia: 2

Orrialdeak: 1-16

Mota: Artikulua

DOI: 10.6018/REIFOP.558951 DIALNET GOOGLE SCHOLAR lock_openDialnet editor

Beste argitalpen batzuk: Revista electrónica interuniversitaria de formación del profesorado

Garapen Iraunkorreko Helburuak

Laburpena

En este artículo presentamos el Interactive Research Methods Lab como lugar de encuentro que facilita un modelo de empoderamiento y emancipación que conduce a la promoción del cambio educativo basado en un enfoque emergente de equidad metodológica. Describimos los orígenes, la evolución y las iniciativas clave de este innovador espacio físico y virtual en el Bagwell College of Education (Kennesaw State University) que desafía los enfoques tradicionales de enseñanza-aprendizaje de métodos de investigación, promoviendo el desarrollo de una cultura de investigación crítica entre los maestros/as tanto en activo como en formación.

Erreferentzia bibliografikoak

  • Banks, C.A., & Banks, J.A. (1995). Equity pedagogy: An essential component of multicultural education. Theory into Practice, 34(3), 152-158.
  • Breuer, F. & Schreier, M. (2007). Issues in learning about and teaching qualitative research methods and methodology in the social sciences. Forum Qualitative Sozialforschung, 8(1).
  • Bruce, B. C. (2009). Building an Airplane in the Air: The Life of the Inquiry Group. In B. Drayton & J. Falks (eds.), Creating and facilitating effective on-line professional development for educators. New York: Teachers College Press
  • Cooper, R., Fleischer, A., & Cotton, F. A. (2012). Building Connections: An Interpretative Phenomenological Analysis of Qualitative Research Students’ Learning Experiences. Qualitative Report, 17(1), 1-16. https://nsuworks.nova.edu/tqr/vol17/iss17/1
  • Darling-Hammond, L., Hyler, M. E., & Gardner, M. (2017). Effective Teacher Professional Development. Palo Alto, CA: Learning Policy Institute. Retrieved from: https://learningpolicyinstitute.org/sites/default/files/product-files/Effective_Teacher_Professional_Development_REPORT.pdf
  • European Commission (2016). Open innovation, open Science, open to the world: A vision for Europe. Brussels: European Commission, Directorate-General for Research and Innovation. doi:10.2777/061652
  • Groenewald, T. (2004). A phenomenological research design illustrated. International Journal of Qualitative Methods, 3(1), 1-26.
  • Gulamhussein, A. (2013). Teaching the Teachers: Effective Professional Development in an Era of High Stakes Accountability. Center for Public Education. Center for Public Education. Retrieved from: http://conference.ohioschoolboards.org/2017/wp-content/uploads/sites/17/2016/07/1pm111317A114Job-embedPD.pdf
  • Günter, M. (2008). A lesson learned? Difficulties in teaching and learning qualitative research methods. Journal Für Psychologie, 1(5).
  • Lesko, N., Simmons, J.A., Quarshie, A., & Newton, N. (2008). The Pedagogy of Monsters: Scary Disturbances in a Doctoral Research Preparation Course. Teachers College Record, 110 (8), 1541-1573. http://www.tcrecord.org/Content.asp?ContentId=15152
  • Mandinach, E. B. (2012). A perfect time for data use: Using data-driven decision making to inform practice. Educational Psychologist, 47(2), 71–85. DOI: 10.1080/00461520.2012.667064
  • Mitchell, L.S. (1931). A cooperative school for student teachers. Progressive Education, 8. 251-255.
  • Mulholland, R., McKinlay, A., & Sproule, J. (2017). Teachers in need of space: The content and changing context of work. Educational Review, 69 (2), 181-200. 10.1080/00131911.2016.1184131
  • Muñoz-Cristóbal, J. A. & Prieto, L. P., Asensio-Pérez, J. I., Martínez-Monés, A., Jorrín-Abellán, I. M., & Dimitriadis, Y. (2015). Coming Down to Earth: Helping Teachers Use 3D Virtual Worlds in Across-Spaces Learning Situations. Educational Technology & Society, 18 (1), 13–26. http://www.jstor.org/stable/jeductechsoci.18.1.13
  • Muñoz-Cristóbal, J., Jorrín-Abellán, I.M., Asensio-Pérez, J., Martínez-Mones, A., Prieto, L. & Dimitriadis, Y. (2015). Supporting Teacher Orchestration in Ubiquitous Learning Environments: A Study in Primary Education. Learning Technologies, IEEE Transactions on, 8(1), 83-97. doi: 10.1109/TLT.2014.2370634
  • Jorrín-Abellán, I.M. (2021) Hopscotch 4-Teachers (Version 1.0) [Web tool]. https://hopscotchmodel.com/4-teachers/
  • Jorrín-Abellán, I.M. (2021b, October 7). Playing Hopscotch to Generate Well-Informed SoTL Research Designs. [Plenary Workshop]. Scholarship of Teaching and Learning Summit. Atlanta, Georgia. https://facultydevelopment.kennesaw.edu/sotlsummit/
  • Jorrín-Abellán, I.M. & Steiner, H. (2021) Hopscotch 4-SoTL (Version 1.0) [Web tool]. https://hopscotchmodel.com/4-sotl/
  • Jorrín-Abellán, I. M., Fontana Abad, M., & Rubia Avi, B. (2021). Investigar en educación. Síntesis.
  • Jorrín-Abellán, I. M., Vasquez, A., & Gaines, R. E. (2020). Co-designing Research Methods Lesson Plans in the Interactive Research Methods Lab. Edutec. Revista Electrónica De Tecnología Educativa, (74), 51-71. https://doi.org/10.21556/edutec.2020.74.1797
  • Jorrín-Abellán, I.M. (2019). Rayuela 2.0: Una herramienta para promocionar la labor innovadora de maestros y maestras mediante la generación de diseños de investigación rigurosos. Revista Latinoamericana de Tecnología Educativa, 18 (1), 23-39. (view)
  • Jorrín-Abellán, I. M. (2019). Hopscotch 2.0: an enhanced version of the Model for the Generation of Research Designs in Social Sciences and Education. Georgia Educational Researcher, 16 (1). DOI: 10.20429/ger.2019.160103
  • Jorrín-Abellán, I. M. (2016). Hopscotch Building: A Model for the Generation of Qualitative Research Designs. Georgia Educational Researcher, 13(1) DOI: 10.20429/ger.2016.130104.
  • Jorrin-Abellán, I.M. (2012) Perfil Formativo generado en los entornos CSCL: Un Estudio de Caso. Editorial Académica Española, Saarbrücken, Germany, 2012. (Doctoral Dissertation)
  • Poole, G. (2013). Square one: What is research? In K. McKinney (Ed.) The scholarship of teaching and learning in and across the disciplines. Bloomington, IN: Indiana University Press.
  • Post, T. (2021). Teacher Experiences with Multiple One-to-One Technology Integration Models: A Phenomenography. Doctor of Education in Instructional Technology Dissertations. 10. https://digitalcommons.kennesaw.edu/instruceddoc_etd/10
  • Ratnam, T. (2020) Provocation to Dialog in a Third Space: Helping Teachers Walk Toward Equity Pedagogy. Frontiers in Education. 5:569018. doi: 10.3389/feduc.2020.569018
  • Stake, R. E. (2010). Qualitative Research: Studying How things work. New York: The Guilford Press.
Datuen iturria: Dialnet