Theories, instrument and interpretive analyses- In collaboration with Frith Luton
Besides theoretical descriptions, this book also offers an original instrument for educational research or practitioners’ reflection of micro-genetic processes of interaction and change. This instrument is then applied in interpretive analyses of real-life classroom exchanges.
CHAPTER 9 - A NOTE ON RESEARCH METHODS
CHAPTER 9 A NOTE ON RESEARCH METHODS 9.1 An Equation Between Two Unknowns In Vygotsky’s research of the cultural (mediated) development of chil- dren, he departed from S-R as the principal mechanism in orthodox psychological research and by contrast, envisaged S-X-R as the higher developmental mechanism. This changed entirely the nature of devel- opment as the research problem and, in relation, the demand for the research method. As Vygotsky argues, the nature of the problem and of the method must go hand in hand; for this reason, it was necessary to research not just one but two unknown factors, i.e., both the experimen- tal method and the ﬁ ndings. The material and method of research are closely related. For this reason, research acquires a completely different form and course when it is linked to ﬁ nding a new method suitable to the new problem; in that case, it differs radically from those forms in which the study simply applies developed and established scientiﬁ c meth- ods to new areas (Vygotsky, 1997c, p. 27). Similarly, the research methodology adopted in this study could be lik- ened to an equation between two unknowns. First, this study differs from the mainstream in the conceptualisation of teaching and teacher socialisation. Contrary to orthodox conceptualisation of teaching and socialisation as causal origins of learning, this study maintains an acausal and apperceptive understanding of the research problem. It is held that educational inﬂ uences originate from teacher’s intrapsychol- ogy, which is then mediated in teacher-student interpsychology before being...
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