Research for Post-MA Development

Richard Watson Todd

http://arts.kmutt.ac.th/crs/research/Research.ppt

A quick survey

Have you conducted research since finishing your MA?

Have you published research since finishing your MA?

What is research?

“Research is an attempt to understand something better through the systematic and formal collection and analysis of empirical data” (Shanahan, 2002: 10)

– research is not ‘proving’ something– research is not necessarily changing something

Why do research? “Research is valuable because it offers mor

e than results. It provides grounds for thinking more deeply about what is being studied” (Shanahan, 2002: 15)

Uses of research– To identify problems– To increase our understanding of how things w

ork– To develop applications (e.g. materials, method

s)

Development

Teaching development Knowledge development Qualification development Career development Institutional development

Teaching development Teaching focuses for research

– Focus on method (e.g. test - teach - test research)– Focus on interaction– Focus on teacher

Students learn despite the method Action research focusing on interaction or teac

her Key issue is insightfulness

Knowledge development

Upgrading knowledge through reading Difficulties of upgrading knowledge withou

t a motivation Research providing the motivation for readi

ng

Qualification development

Formal qualifications: PhD implies research CV improvement: publications

Career development

Upgrading academic status (assistant professor etc., ajarn 3)

Autonomous universities and university evaluation lead to evaluation of teachers

Conducting research is important for evaluations

Institutional development

Working in a professional environment Research promotes professionalism

Research can inform materials, courses, plans leading to a more effective institution

Summary so far

Research for deeper understanding and thinking

Potential positive developments impacts of conducting research

Issues of conducting research in Thailand 2 surveys concerning conducting research

– Faculty of Humanities, Srinakharinwirote University

– Faculty of Humanities, Naresuan University

Issues of conducting research in Thailand 90% of teachers want to conduct research

– Key motivations include curiosity and improving work, especially teaching

Only 50% actually conduct research– Key reasons for not conducting research:

• Lack of time

• Other responsibilities have a higher priority

• Lack of knowledge and experience in conducting research

Conceptions of research

Survey of teachers’ views of what makes good research (Borg, 2007)

– Research must be objective– Research involves testing hypotheses– Research involves controlling variables– Research needs large numbers of subjects

Traditional model of research

Influence of environment

Traditional model of research is prevalent in Thailand

Environment influences own ideas Easy to accept traditional model of research

Traditional model of research is not the most effective at promoting a deeper understanding

Traditional research and development Traditional research rarely leads to useful in

sights - not most useful for teaching development

Traditional research has predetermined expectations - less need for wide reading and knowledge development

Traditional research and development Traditional research is not necessarily publi

shable - little effect on qualification and career development

Traditional research can help promote professionalism, but may not be most useful for course (etc.) development

Research development

If not traditional research, then what?

MA thesis– new to research– pressure to finish quickly

Developments in research methodologies and focuses

Alternatives to traditional research Traditional

– deductive

– predetermined

– confirmatory

– outcome

Alternative– inductive

– emergent

– exploratory

– process

Alternatives to traditional research Analysing student processes (e.g. introspecti

on, stimulated recall) Analysing student communication (e.g. disco

urse analysis, conversation analysis) Analysing teacher beliefs (e.g. metaphor anal

ysis, diary studies) Identifying key issues (e.g. critical incident a

nalysis)

Bringing it all together

Development is important Development has several aspects Deeper understanding and thinking lead to development (Non-traditional) research promotes deeper understanding

and thinking Therefore (non-traditional) research promotes developmen

t Since development is important, research is important Need to make time for research and give research a high pr

iority