Show Less
Restricted access

Handbook of Research on Teacher Education in History and Geography

Edited By Cosme J. Gómez Carrasco, Pedro Miralles Martínez and Ramón López Facal

It is necessary to know the opinions, practices and expectations of teachers in training and in practicing, to improve teacher education programs. This Handbook addresses the challenges for the profession of teaching of history and geography, who, in several European countries such as Spain and France, share initial training and teaching in both disciplines. Researchers’ contributions have been collected from eight countries. The majority of Spanish universities, eleven, have shared an extensive research project, but have also had the collaboration and participation of researchers from seven other countries: Brazil, Canada, China, Colombia, Portugal, Sweden and the United States. It is about collective work, in a network, rather than the sum of individual contributions.

Show Summary Details
Restricted access

Chapter 2 Mixed methods in education research

Extract

Abstract: Over the last three decades, the mixed methods approach has become the third methodological movement in educational research. While quantitative data analysis techniques and procedures seem to occupy an ever more relevant position in educational research, researchers in educational sciences are increasingly moving towards accepting the complementarity of paradigms, with both conventional models being considered important and valuable. This may be due to the fact that research questions raised in the field of education obtain more precise answers through mixed methods, and their advantages outweigh those of quantitative and qualitative approaches when each is applied separately. This chapter presents the main research designs proposed from the mixed methods approach together with some recent examples illustrating their practical application in the field of education. In addition, the main research sources and evidences of validity are discussed. Ultimately, the claim is made that mixed methods are necessary to ensure the interpretative rigor of the data and the quality of the design. This is further illustrated with some examples.

Keywords: Mixed methods, Qualitizing, Quantitizing, Research design, Validity

Mixed-method research requires the collection, analysis and integration of quantitative and qualitative data (Greene, Caracelli, & Graham, 1989) and has been defined as a research approach in which “(…) the researcher collects and analyzes data, integrates findings and draws inferences using qualitative and quantitative approaches or methods in a single study or research programme” (Tashakkori & Creswell, 2007, p. 4). This approach emerges as an alternative to the qualitative-quantitative confrontation and allows...

You are not authenticated to view the full text of this chapter or article.

This site requires a subscription or purchase to access the full text of books or journals.

Do you have any questions? Contact us.

Or login to access all content.