Search

Doing research implies an intention to deepen our knowledge of the world we are immersed in and a better understanding of our reality, which also worries us, and is able to set the basis for a more adequate intervention as to the circumstances and aspirations which guide us. But the way to knowledge is not free from obstacles, many of which appear to our conscience, at first sight, as an aid. This research paper intends, from a non-canonical point of view, to show some of the difficulties we have to confront when we start doing research work. To consider the task of doing research is an unavoidable commitment for all those researchers who have the responsibility of training professionals in education that contribute to foster a genuine inclusion of their students, based on a critical acquisition of socially validated knowledge. [ABSTRACT FROM AUTHOR]

This article proposes an invitation to an interior journey through the early stages of educational research. The intention is to share on the basis of a concrete example; in this case, the investigation is about a case study in the Teacher Training Faculty of the University of Barcelona. Within this process, this paper discusses some of the following dilemmatic questions: how to start to organize and to shape the initial ideas, how to target from the complex analysis to a single focus of inquiry, how to move from thematic to convert it in a research problem, how to delineate the research perspective taken, how to build the main questions comprising each dimension of analysis, how to define positions on the real or fictitious dilemma of objectivity and subjectivity in educational research, and finally how to deal with and decide on the selected information gathering techniques. Within this decision making process, also provides tables which graphically and visually solve the main dimensions and questions of the thesis problem and the methodological positions assumed. In conclusion, the article points, out that although on this occasion narrate the initial phase of decision making, the methodological questions of inquiry is not exclusive of this period, but go over throughout the research process. [ABSTRACT FROM AUTHOR]

This papers inform on investigations advances in the comprehension of school dynamics, it's dramatics nucleus and the organization that is putting to work due to social situations in critical conditions, through on analysis comparing cases between different schools that belong at the same geographic area. [ABSTRACT FROM AUTHOR]

During the last years the University has evolved from an institution which focused on the study of different natural and social phenomena to becoming the focus of research. This paper shows part of the results of a research on the effects of social changes in the work and professional life of university teachers. The professional life history has been the strategy chosen to approach the changes in the lives of teachers and researchers. As a result of studying and comparing 24 life histories, there appears a group of different topics which have different meanings for the participants in this research. Their analyses show there is an increase in stress and pressure on teachers who are forced to carry out three completely different activities: teaching, researching and having managerial positions. This text presents the situations teachers have to face in a working context which is becoming more and more demanding. [ABSTRACT FROM AUTHOR]

The relations between Communication-Education organise a problematic configuration that allows us to think about present situations, transcending the first conceptualizations that were centered on the school/ media relationship. Social Sciences "classic" topics such us cultural transmission, authority or sociability can be refocused upon this perspective taking into account, on the one hand, discourse issues (its emerging conditions, circulation, reelaboration and censorship) and, on the other hand, the experiences (with institutions, among peers, intergenerational) as two concepts that allow to deepen viewpoints, which are often global in the educational phenomena. The aim of this work is to establish a connection between two research papers in process: the investigation on the ways in which the discourses on cultural authority go through the trajectory of the students training and the discourses -about sexuality, the body and affective relationships- which circulate in the frame of the student sociability. These topics are articulated from a common axis: the public space in which operations of cultural and intergenerational transmissions take place, with processes of reconfiguration of the subjectivities. [ABSTRACT FROM AUTHOR]