Trying very hard to engage in intellectual thought
Took almost an hour yesterday to get to the National Library. So much for John Eddy’s 20-minute hike. Nevertheless, it was exhilarating to get out and walk by the lake.
Spent three hours thereabouts just re-familiarizing myself with the basic thinkers and the key concepts of the research. I think I will need to think about stuff more, maybe even read more. I’m not even touching my data yet. Read More »
I think I’m finally getting it, slowly.
Chan and Elliot’s instruments for epistemology and for teaching will help me validate or identify constructs that are meaningful and applicable to practicing teachers in our schools in the Philippines. The dimensions that emerge will be used for the “conversations” with teachers during the semi-structured interviews of the Institution-Focused Study, as well as the thesis later. Read More »
It’s difficult enough to “fumble in the world of academia,” but for practitioners like myself, to turn this thing on and off, one can’t help but end up being a dabbler.
And dabbling just isn’t going to do the job, I’m afraid. Read More »
I was going to do a survey to generate a profile of teacher epistemologies, but seeing how the available instruments seem to be culture-bound, if not in some way flawed (cf. Schommer), maybe I need to do some exploratory study first to generate categories and test existing ones in the local context. Grounded theory, they call it.
So which way do I go? Quanti or quali? My supervisor advises that I should do both. Both?! The study is due in March next year! Oh well, let’s see how it goes.
I spent all day poring through the literature, and I have far from a comprehensive grasp of what’s out there. Why can’t scholarship be simpler?
Tomorrow I have to start crafting the proposal already. “Work in progress.” That’s the only way to think of it. And not lose sanity.
strugglingSCHOLAR 