| Titel |
Expanding horizons and local connectedness. Challenges for qualitative teaching research and development in intercultural contexts |
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| Weitere Beteiligte | Hallitzky, Maria [Hrsg.]  ; Mulhanga, Félix [Hrsg.]  ; Spendrin, Karla [Hrsg.] ; Yoshida, Nariakira [Hrsg.] |
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| Originalveröffentlichung | Bad Heilbrunn : Verlag Julius Klinkhardt 2025, 345 S. |
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| Dokument |
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| Lizenz des Dokumentes |
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| Schlagwörter (Deutsch) | Schulforschung; Unterrichtsforschung; Lehrerbildung; Professionalisierung; Bildungssystem; Qualitative Forschung; Interkulturelle Forschung; Postkolonialismus; Schulbesuch; Lokaler Faktor; Bildungszugang; Apartheid; Ungleichheit; Bildung für alle; Sprache; Reform; Schule; Unterricht; Bildungspolitik; Mehrsprachigkeit; Lehrerausbildung; Lehrer; Kompetenz; Entwicklung; Fortbildung; Struktur; Schulsystem; Curriculum; Forschung; Ländlicher Raum; Forscher; Zugang; Methodologie; Vergleichende Bildungsforschung; Internationaler Vergleich; Vergleichende Erziehungswissenschaft; Videoaufzeichnung; Videoanalyse; Forschungsprozess; Analyseverfahren; Individualisierung; Kollektivierung; Theorie; Kultur; Annahme; Unterrichtsentwicklung; Kooperation; Perspektive; Normativität; Unterrichtsbeobachtung; Mädchenbildung; Lernerorientierung; Methode; Schulalltag; Bildungsforschung; Studie; Erzählung; Validität; Reliabilität; Soziokultureller Faktor; Qualität; Qualitative Daten; Austausch; Globalisierung; Datenerhebung; Ethnografie; Feldforschung; Teilnehmende Beobachtung; Rekonstruktion; Empirische Forschung; Objektive Hermeneutik; Interpretation; Tansania; Senegal; Mosambik; Südafrika; Afrika; Japan; Deutschland; Kenia |
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| Teildisziplin | Interkulturelle und International Vergleichende Erziehungswissenschaft |
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| Dokumentart | Monographie, Sammelwerk oder Erstveröffentlichung |
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| ISBN | 978-3-7815-6193-9; 978-3-7815-2731-7; 9783781561939; 9783781527317 |
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| Sprache | Englisch |
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| Erscheinungsjahr | 2025 |
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| Begutachtungsstatus | Peer-Review |
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| Abstract (Englisch): | This volume examines methodological challenges of qualitative and development-oriented classroom research from the perspective of researchers from various African countries as well as from Japan and Germany. In presenting research projects from different regions of the world, researchers explore the topics of the researchers’ position(ing) in the field, the role of theoretical and cultural assumptions in interpretations, and the inevitable normative positioning of classroom research. Discussion papers compare the different approaches of dealing with (and being entangled in) the above-mentioned challenges as well as post-colonial conditions. (DIPF/Orig.) |
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| enthält Beiträge: | Seasonal shifting cultivation and initiation rites as local barriers to education access in rural Tanzania |
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| About language and (e)quality in South African education. A short introduction |
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| The Senegalese school system between "rooting and opening" and the challenge of quality and access to education |
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| Educational policy in Mozambique. Local practices and challenges |
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| Challenges and recommendations for teachers' professional development through lesson study in Kenya |
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| System and reform of education in Japan |
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| The German educational system – structures, challenges, developments |
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| Introduction to ethnographic research and main challenges of gathering data |
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| School in rural Mozambique as a field for ethnographic research |
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| From taxis to classrooms in Khayelitsha. The researcher as a learner |
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| The researcher in an intercultural context – a commentary |
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| Introduction to reconstructive methodologies and methods |
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| Objective hermeneutics – key principles and procedures |
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| Comparative reconstructions of subject matter and addressing practices in Senegalese and German classrooms |
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| Reconstructive video-analysis. Making methodological reflected selections during the research process |
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| The role of cultural and theoretical pre-understandings in qualitative teaching research – Exemplified by reconstructions of processes of individualisation and collectivisation in lessons |
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| Cultural constructions in classroom interaction research. The documentary method in intercultural interpretation settings |
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| The role of theoretical and cultural pre-understandings – a commentary |
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| Lesson study in Japan |
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| Joint object – diverse perspectives. (Hidden) normativities in a dialogue between a teacher and researchers |
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| Lesson observations as a measure of learner centred pedagogy in Meru, Laikipia and Mombasa counties in Kenya. The example of girls' education |
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| The impact of normative assumptions on research and development. A commentary |
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| The everyday life of school. Narratives as epistemology and educational research method |
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| Validity and reliability in qualitative research. Applicability and challenges in the socio-cultural and post-colonial context of research |
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| Reflecting an international exchange about qualitative educational research in relation to the globalisation of qualitative research. A commentary |
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| Statistik |  Anzahl der Zugriffe auf dieses Dokument
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| Prüfsummen | Prüfsummenvergleich als Unversehrtheitsnachweis |
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| Bestellmöglichkeit | Kaufmöglichkeit prüfen in buchhandel.de |
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| Eintrag erfolgte am | 29.10.2025 |
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| Quellenangabe | Hallitzky, Maria [Hrsg.]; Mulhanga, Félix [Hrsg.]; Spendrin, Karla [Hrsg.]; Yoshida, Nariakira [Hrsg.]: Expanding horizons and local connectedness. Challenges for qualitative teaching research and development in intercultural contexts. Bad Heilbrunn : Verlag Julius Klinkhardt 2025, 345 S. - URN: urn:nbn:de:0111-pedocs-341768 - DOI: 10.25656/01:34176; 10.35468/6193 |
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