Scientific ethics and comparison on qualitative methodology approaches for research in social sciences. Examples of France and the United Kingdom
DOI:
https://doi.org/10.46661/lexsocial.4003Palabras clave:
Qualitative methodology, doctoral research, comparative study, interview research methods, France, United KingdomResumen
In our society, there has been a controversy concerning the "research globalization". It seems that the harmonization of educational policies is taking place at the level of higher education. Thus, at the European Union’s level, the "common academic market" is already being invoked. This close collaboration generates a reciprocal inspiration of researchers both at the level of the topics addressed as well as at the level of the methodology. In this context, we can be questioned about the specificity of qualitative research in France and the United Kingdom. In this paper, we will present a model of scientific similarities arising from examples from the both countries to address the question. In order for this purpose, our analysis highlights the deontological arsenal, the scientific ethics and interview research methods applied to different contexts for academic research.
Descargas
Citas
Borg, S. (2006). Teacher Cognition and Language Education. London, New York: Continuum
Boussaguet, L. and Jacquot, S. (2009). Les nouveaux modes de gouvernance. In Dehousse R. (dir.), Politiques européennes (p. 409-428). Paris: Presses de la Fondation nationale des Sciences politiques.
Connelly, E. M. and Clandinin, J. (1988). Teachers as curriculum planners. Narratives of experience. New York: Teacher College Press.
Delors, J. (1996). L’éducation : un trésor est caché dedans. Rapport à l’UNESCO de la Commission internationale sur l’éducation pour le vingt et unième siècle. Paris: UNESCO Publishing.
Denscombe, M. (2007). The good research guide for small -scale social research projects. Maidenhead: McGraw -Hill Open University Press.
Dörnyei, Z. (2001). Teaching and researching motivation. Harlow: Longman.
Elbaz, F. (1983). Teacher thinking: A study of practical knowledge. New York: Nicholls.
Guittet, A. (2002). L’entretien. Techniques et pratiques. Paris: Armand Colin.
Karavas-Doukas, E. (1996). Using attitude scales to investigate teachers’ attitudes to the communicative approach. ELT Journal, 50 (3), 187-189.
Mangubhai, F., Marland, P., Daswood, A. and Son, J B. (2004). Teaching a foreign language: one teacher’s practical theory. Teaching and Teacher Education 20, 291-311.
Moreau Defarges, P. (1997). La mondialisation. Paris: P.U.F.
Myers M. and Newman, M. (2006). The qualitative interview in IS research: Examining the craft. Information and Organization 17, 2-26.
Pennycook, A. (1994). The cultural politics of English as an international language. London: Longman.
Quivy, R. and van Campenhoudt, L. (2006). Manuel de recherche en sciences sociales. Paris: Dunod.
Rayou, P. and Van Zanten, A. (2011). Les 100 mots de l’éducation. Paris: P.U.F.
Roche, J.-J. (2001, 4e édition). Théories des relations internationales. Paris: Montchrestien.
Sato, K. and Kleinsasser, R. C. (1999). Communicative Language Teaching (CLT): Practical Understandings. The Modern Language Journal, 83 (4), 494-517.
Saurugger, S. (2009). Théories et concepts de l’intégration européenne. Paris: Fondation nationale des Sciences politiques.
Schemeil, Y. (2010). Introduction à la science politique. Objets, méthodes, résultats. Paris: Fondation nationale des Sciences politiques et Dalloz.
Silverman, D. (2001). Interpreting qualitative data: methods for analysing talk, text and interaction. London: Sage
Silverman, D. (2005). Doing qualitative research. London: Sage
Van der Maren, J-M. (1995). Méthodes de recherche pour l’éducation. Montréal: Presses de l’Université de Montréal & De Boeck.
Vo Thi Hong Le (2007). Computer-assisted language learning: Impediments to success. In University of Cambridge, British Council, Vietnam National University. English teaching in Vietnamese higher education: problems and solutions (pp.68-80).Vietnam National University Publishing House, HCMC.
Vo Thi Hong Le and Nguyen Thi Kim Thu (2004). The effect of English tests on English intonation learning of high school students in HCMC. In The record of conference “The role of assessment in education innovations in Vietnam”. Institute for Educational Research-HCMC University of Education (IER).
Wyatt, M. (2011a). Teachers researching their own practice. ELT Jounal. ELT Journal 65(4), 417-425.
Descargas
Publicado
Cómo citar
Número
Sección
Licencia
Derechos de autor 2019 Lex Social: Revista de Derechos Sociales
Esta obra está bajo una licencia internacional Creative Commons Atribución-NoComercial-SinDerivadas 4.0.
-
Atribución — Usted debe dar crédito de manera adecuada, brindar un enlace a la licencia, e indicar si se han realizado cambios. Puede hacerlo en cualquier forma razonable, pero no de forma tal que sugiera que usted o su uso tienen el apoyo de la licenciante.
-
NoComercial — Usted no puede hacer uso del material con propósitos comerciales.
-
CompartirIgual — Si remezcla, transforma o crea a partir del material, deberá difundir sus contribuciones bajo la misma licencia que el original.
Lex Social
