Please use this identifier to cite or link to this item: http://buratest.brunel.ac.uk/handle/2438/11880
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dc.contributor.authorPedrosa, MH-
dc.contributor.authorLopes, B-
dc.contributor.authorWatts, DM-
dc.contributor.editorEvans, C-
dc.contributor.editorKozhevnikov, M-
dc.date.accessioned2016-01-21T14:27:23Z-
dc.date.available2013-
dc.date.available2016-01-21T14:27:23Z-
dc.date.issued2013-
dc.identifier.citationIn Styles of practice in higher education: Exploring approaches to teaching and learning, 2013en_US
dc.identifier.isbn0415826055-
dc.identifier.isbn978-0415826051-
dc.identifier.urihttp://bura.brunel.ac.uk/handle/2438/11880-
dc.description.abstractThe aim of this paper is to discuss a reflective validation framework related with the study of teaching approaches, teaching styles or teaching orientations of university academics. In the recent years, and particularly since the eighties, there have been a growing number of investigations linking teaching conceptions with teaching practices. The majority of investigations dealing with university teachers’ conceptions and practices draw their conclusions based on indirect observation, since data gathering involves mainly semi-structured interviews or the application of questionnaires and inventories. Therefore ‘only-half-the-story’ has been reported. The presented validation framework has a five-part three-stage structure and was built upon earlier work (Selvaruby, O’Sullivan, & Watts, 2007). In this model validity is conceptualized as an ‘iterative-interactive-process’, therefore integrating a set of specific strategies envisaging the maximization of scientific quality. The application of the model is illustrated by using it for the discussion of a longitudinal study involving the investigation of the relationship between questioning practices and Trigwell and co-workers’ concept of preferential teaching approaches (Trigwell, Prosser & Taylor, 1994). Field work of this naturalistic-interpretative research was conducted during two academic years (2009/2010 and 2010/2011) and implied close collaboration with a group of four university teachers lecturing biology to undergraduates.en_US
dc.description.sponsorshipThis work was financed by Fundação para a Ciência e a Tecnologia (SFRH/BD/44611/2008) and by Fundos FEDER através do Programa Operacional Fatores de Competitividade – COMPETE e por Fundos Nacionais através da FCT (PTDC/CPE-CED/117516/2010).en_US
dc.language.isoenen_US
dc.publisherRoutledgeen_US
dc.subjectLecturing stylesen_US
dc.subjectApproaches to teachingen_US
dc.subjectOrientation to teachingen_US
dc.subjectNaturalistic - interpretative paradigmen_US
dc.subjectResearch qualityen_US
dc.titleStriving against invalidity in qualitative research: Discussing a reflective frameworken_US
dc.typeBook chapteren_US
dc.relation.isPartOfStyles of practice in higher education: Exploring approaches to teaching and learning-
pubs.place-of-publicationLondon-
pubs.publication-statusPublished-
pubs.publication-statusPublished-
Appears in Collections:Dept of Education Research Papers

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