Chapter 3 Methodology
3.2 Theoretical Framework
This research employs a qualitative research approach rooted in constructivism as its central theoretical framework. As Berg et al. (2004) assert, “As in any standard methodological approach […] the investigator is guided by the research question” (p. 199). Initially, this study was guided by the following inquiry: How does QOED teachers’ metacognition of collaboration influence their teaching of collaboration in tertiary QOED classes in China?
Through the utilisation of qualitative research methods, I was able to explore QOED teachers’ perceptions, understandings and reflections on their teaching practices, which in turn allowed for the evolution of my research question to: How do the former educational purposes of QOED teachers challenge their current approaches to the teaching of creativity and collaboration? The following sections will unpack how qualitative research and
constructivism establish the theoretical foundation for this research.
3.2.1 Qualitative Research
It has been noted that qualitative research is frequently applied to studies in education (Eisner, 2017; Hatch, 2002; Sherman & Webb, 1988). Qualitative research does not produce findings “arrived at by means of statistical procedures or other means of quantification”
(Strauss & Corbin, 1990, p.17). Instead, qualitative research can be “a form of social inquiry that focuses on the way people make sense of their experiences and the world in which they live” (Holloway & Galvin, 2016, p. 3). As Hesse-Biber and Leavy (2010) articulate,
qualitative research identifies “[t]he social meaning people attribute to their experiences, circumstances, and situations, as well as the meaning people embed into texts and other objects” (p. 3). Therefore, qualitative research focuses on people’s perceptions, views and words (Hesse-Biber & Leavy, 2010). Qualitative research thus offers researchers the opportunity to engage in a profound exploration of teachers’ distinctive experiences and viewpoints. This enables me to investigate the challenges and dilemmas faced by QOED teachers through their reflections and perceptions of their teaching practices, making this research particularly distinctive. Considering that QOED classes represent a relatively novel teaching approach in China, a research endeavour guided by teachers’ concerns and issues becomes crucial for the continuous enhancement of their teaching practices.
As Creswell (2012) clarifies, qualitative research is “not the discovery of new elements, as in natural scientific study, but rather the heightening of awareness for experience which has been forgotten and overlooked” (p. 9). Qualitative research can be a method of uncovering social and human problems through understanding the experience of individuals and groups (Creswell, 2009). This perspective highlights the significance of investigating and unpacking QOED teachers’ perceptions and understandings of their own teaching practices. Given that QOED represents a departure from conventional concepts and methods employed in their previous teaching practices, this investigation becomes particularly valuable in uncovering the unique perspectives of these teachers. By conducting a comprehensive analysis of the distinctive reflections arising from a QOED teacher’s understanding of their teaching
experience and the particular contexts in which they operate, qualitative research enables the identification of how teachers perceive the purposes of teaching QOED.
Within qualitative research, unstructured and open-ended questions are often used to enable interviewees to respond with their own opinions and views (Creswell, 2009). This approach
to questioning enables QOED teachers to reflect on their own experiences and provides me with a comprehensive understanding of their insights, resulting in a wealth of data. More specifically, this approach allows for the collection of data through semi-structured interviews, which will be further discussed in Section 3.3.1.
3.2.2 Constructivism
Constructivism is commonly applied in educational research (Steffe & Gale, 1995);
individual and cognitive constructivism and social constructivism (Kalina & Powell, 2009) are of particular value in this research. Social constructivism, according to Lev Vygotsky’s theory, emphasises social interaction (Kalina & Powell, 2009) and cultural background (Crotty, 1998). As Ackermann (2004) states, “knowledge is actively constructed through relating to others and acting in the world” (p. 16). Tolich and Davidson (1999) clarify that
“social researchers always remain a part of the social world they are studying. Consequently, their understanding of that social world must begin with their daily experience of life” (p.
37). This approach enables an in-depth exploration of how QOED teachers actively construct their understanding through reflective examination of their interactions with students in the classroom. By adopting a constructivist perspective, this research seeks to understand the ways in which QOED teachers shape and construct their teaching practices. The focus is on the teachers’ own reflections and perceptions, which are integral to the construction of their knowledge and understanding. Through this lens, the research aims to uncover the rich insights and perspectives of QOED teachers as they navigate the complexities of their teaching experiences.
Aside from building knowledge through social interactions, constructivism is also an approach whereby people can build their knowledge through understanding their own experience (Bodner, 1986; Merriam et al., 2001; O’Loughlin, 1992). Such cognitive and individual constructivism was developed based on Jean Piaget’s perspective, which
“incorporates the importance of understanding what each individual needs to get knowledge and learn at his or her own pace” (Kalina & Powell, 2009, p. 243). This own pace may also refer to how individuals construct and recognise their understandings differently (Gunstone, 1992). In the process of constructing our understandings, we link “new ideas and experiences with what we already know and believe” (Gunstone, 1992, p. 129). Such a process is also identified as metacognition (Gunstone, 1992, 1994). As defined by Cranstone and Baird
(1988), a metacognitive learner is someone who can “effectively undertake the constructivist process of recognition, evaluation, and when needed, reconstruction of his or her conceptions, perceptions, attitudes and abilities” (p. 239). By embracing a constructivist perspective, this research delves into the perceptions of difference and diversity held by QOED teachers.
Through an examination of their reflections, which are shaped by their own interpretations of personal teaching experiences, this approach allows for a nuanced exploration of how
teachers comprehend and respond to various aspects of their practice. By focusing on the cognitive processes underlying a teacher’s reactions, this study aims to provide a
comprehensive understanding of how QOED teachers navigate the complexities of fostering collaboration, valuing diversity and managing differences within the QOED context.