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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.
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Keywords
- African countries
- classroom research
- Educational systems
- Germany
- intercultural contextes
- Japan
- post-colonial conditions
- qualitative teaching research
- Teacher Training
- teachers' professional development
- thema EDItEUR::J Society and Social Sciences::JN Education::JNM Higher education, tertiary education
Links
DOI: 10.35468/6193Editions