ethnographic practice
Observation
Interview
Field Application
Construction of categories
first poll
Categorization "Second poll"
Casual "Unstructured"
direct questioning
Specific subjects
Analysis logs
Institutional dimension
Initial reports
Ensayo diagnóstica
Initial visions of solution
Parallel readings
rudimentary empirical
click to edit
Technique "Fly on the wall"
initial and general
Empathy and Rapport Process
Determination of elements
Research
It is an inquiry, a search for new knowledge.
and a new understanding.
Teaching
it is an occupation that requires positive decision-making and action, and as it is organized today, it is action that discourages reflection and eliminates doubt and uncertainty.
To carry out an ethnographic practice, it is first of all necessary, of course, to identify the problem, the issue or the topic to be studied.
The central idea of participation is penetration
of the experiences of others in a group or institution.
The main requirements of observation are, of course, a sharp eye, a keen ear and a good memory.
The most widely used mechanical resource in educational research is the tape recorder.
Ethnographers have their own tricks for taking occasional notes.
Establishing rapport with informants is the goal of every field researcher.
Rapport appears slowly in most field investigations.
Observers can only achieve rapport with informants if they conform to the latter's routines and ways of doing things.
The casual exchange of information is often the link by which observers break the ice.
to observe things as they naturally happen with the
as little interference as possible from your presence.
Advantages
Adds to pre-existing responsibilities.
You have to meet the requirements of the paper, and meet them regularly, in the prescribed terms and within the stipulated deadlines.
It takes a useful time
Increases the chances of role conflict. Sometimes the goals of
master and investigator's can collide with each other.
Educational research has relied primarily on interviews.
Interviews should be used in conjunction with other methods.
Before all consideration of form and technique.
The less formal, more relaxed, less competitive, and more stimulating a feeling of community, the better.
The interviewer must find ways to get people to start talking about their perspectives and experiences without structuring the conversation or defining what they should say.
In the interview, we have to probe the details of people's experiences and the meanings they attribute to them.
Interviewers must constantly ask informants to clarify and elaborate on what they have said, even at the risk of appearing naive.
The interviewer can also use the so-called “staged assertion” tactic.
The first step is to identify the most important categories, which in turn can be divided into groups.
The data can be classified according to those
categories, the nature of which will depend on the type of study and the interests at stake.
Questionnaires are not popular with ethnographers.
Questionnaires among them have their utility,
this usefulness manifests itself predominantly:
As a starting point for the use of more qualitative methods
In the confirmation of the respondent.
As a means of collecting information, especially as an adequate means of collecting data from our broader data than those that can be obtained through personal interviews
Questionnaires, therefore, can be useful in ethnographic work to the extent that their use is consistent with their principles.
Admission is a common problem in ethnography and, consequently, the respective literature presents voluminous and valuable recommendations to researchers.
They participate in the decision-making and production processes of educational policy and can maintain very close relationships with some of their colleagues and students
The affinity between teaching and ethnography makes this question less complicated than it would be for any other method.
People should be carefully described in the notes
Observers expect informants to provide them with a deep understanding of the setting.
The right informant can make or break a study.
Gestures, non-verbal communications, tone of voice and the speed of speech of people help interpret the meaning of their words.
Observers must record their own conduct in the field.
Observers often hear phrases and conversations that they do not fully understand.
Initial and ad hoc reflection is more typically speculative and less well-formed.
Se debe formular juicios iniciales acerca de los datos registrados, lo cual pone de manifiesto otra virtud de esta práctica.
They may represent a certain disorder, since their purpose is rather to suggest lines of analysis, to point out the path of possible connections with other data.
The goal is to give the material a form that is conducive to those ends, and this means arranging the data in a coherent, complete, logical, and succinct manner.
The data can be classified according to these categories, the nature of which will depend on the type of study and the interests at stake.
Triangulation is usually conceived as a way of protecting oneself from the biases of the researcher and of confronting and subjecting the accounts of different informants to reciprocal control.
The researcher will have to do some preliminary reading in order to gain insight into the field or approaches that have been taken.
Colleagues can be of great help in this interplay of ideas, be it in seminars, workshops, informal private consultations
It is especially important during analysis, when the ethnographer is experimenting with certain formulations, perhaps a new concept, and needs to examine them thoroughly.
The primary emphasis has been on discovery rather than theory testing.
Concepts emerge from the field, are controlled and recontrolled in the light of further data
Its viability may be enhanced by further
case studies within the same area
In ethnography, analysis occurs simultaneously with data collection.
The question of the conjunction between wealth of data, rigor of analysis and elevation of ideas with the iron discipline of writing
The first step towards a solution to a research problem is to consider these problems as part of the research and to document and analyze them.