Research Method
1. Socio-critic Paradigm
Action research
It is typical of education, this means that the teacher is not only a consumer who executes theory but she/he generates self-theory through action; although this research is not about this dilemma about being consumers or generators of theory because, as Fals Borda (1989) says, this debate must be overcome by assuming both roles to build praxis.
As data gathering strategies are wether classic or interactive, the following: peer-observation, observation, interviews, evaluative portfolio, students’ narratives, survey and trial.
(Galeano, 2004; Quiroz et al., 2002; Ricoeur, 2006)
Each strategy has a corresponding instrument such as journals, recordings, and worksheets.
2. Data analysis
Based on the theoretical construction of Herbert Altrichter, Peter Posch and Briget Somekh (1993).
2nd analysis:
deductive manner
1st analysis:
inductive manner
The journals.
Categories are chosen during and after scrutinizing the data; in this case the categories are derived from data.
The peer-observation, interviews, evaluative portfolio, students' narratives, ethnographic survey and trial.
Categories are chosen from the our theoretical knowledge so the development of categories is independent of the data; data supports the information we already had.
3. Data interpretation
based on the theoretical construction of Herbert Altrichter, Peter Posch and Briget Somekh (1993).
6 final categories
corresponding to
1) teachers (pedagogical practice, language as ideology and pedagogical praxis), and
2) students (critical thinking, emancipation and recognition).
4 preliminary categories
The moment of interpretation was done in an objective manner
This process led the researchers to postulate 5 findings, which were duly triangulated from different sources (data gathering strategies).
Sampling criteria:
The strategy of sampling politically important cases was selected because of the kind of participants of the research (Patton qted. in Palinkas, 2015).
The purposeful random sampling helped when the sample size was wider than what we could handle (Creswell et al, 2011).
Triple Entry
Chart
Stages of the qualitative approach
Universidad Católica Luis Amigó
Facultad de Educación y Humanidades
Licenciatura en Inglés
Trabajo de grado
Carolina Díaz, Manuela Macías y Javier Vélez
Medellín, 2018
We aim to go beyond allowing us to make a change through intervention. The lead of our research is to transform ourselves, teachers, so that our practices influence wherever we go. In our research the first acts of transformation fall in ourselves, and through that first transformation it will generate acts of peace which transform realities.