期刊名称：International Journal of Teaching and Learning in Higher Education
电子版ISSN：1812-9129
出版年度：2017
卷号：29
期号：1
页码：73-86
出版社：International Society for Exploring Teaching and Learning
摘要：We are in an era that calls for increasing “training” in educational research methodologies. When theNational Research Council (2004) calls for training in educational research that is “rigorous” and“relevant,” the focus strongly emphasizes WHAT should be taught instead of WHO is being engaged inthe learning. Similarly, most of the research on teaching educational inquiry explores the “what” andnot the “who” of the learning. In contrast, we explore conceptualizations of “research” as expressed bygraduate students in a research methodology course, as well as the way that student narratives illustratetheir own identity claims in relation to research. We develop the analytical concept of “pragmaticfissures” to explain the tension often present between the way students conceptualize research and theway they perceive themselves in relation to the research process. We suggest that these pragmaticfissures provide an opportunity for expanding pedagogical approaches to course delivery, as well asapproaches to methodology textbook design. In the spirit of post-perspectives aimed at challenging the“methods” approach to research learning (St. Pierre, 2014), we welcome an opportunity for thinkingabout research instruction as more locally and organically connected to the lived experiences andconceptual make-up of students engaged in the learning process.
