RESEARCH IN THE TEACHING DISCIPLINES M.A./Phd.

–2023-2024
MODULE 3
RESEARCH METHODS IN THE TEACHING DISCIPLINES

Departament: Language and Literature Teaching

Duration: Fall semester
Course type: Core
Code: 43475
Lecturer: María Dolores García Pastor
E-mail: maria.d.garcia@uv.es
Phone: 96 3864899
st
Office: D.01.03 (1 floor)
Tutorials: Mond. from 10:30-13:30, and Tues. from 16:30-19:30 (on-site or online)

Schedule: Mornings (Group 1), from 9:00 to 13:00; afternoon/evenings (Group 2) from 17:00 to 21:00.

Room: EP-05

GENERAL REQUIREMENTS

B.A. in the social sciences and law or similar. B.A. in any branch of science along with 3 years of
teaching experience in the specific teaching discipline requested.
Level of English: (minimum) B2 in the Common European Framework of References for Languages
(CEFR).

GENERAL AIMS

To get knowledge on the basics of conducting research in the teaching disciplines: basic concepts and
stages of the research process, paradigms of knowing, and research orientations and resources. To
delve into research designs and techniques, and methods of data collection, representation, and
analysis both from a quantitative and qualitative approach.

CONTENTS (QUALITATIVE METHODS, M.D. García-Pastor’s sessions)

1. Methods of data collection in education II ∗

2. Methods of data representation in education: Transcription systems and related issues.
3. Methods of data analysis II*: discourse analysis.

The contents of all these sessions within the Qualitative Methods part of the course will be dealt with
in relation to contextualised examples.

METHODOLOGY

Active participation is required to achieve the aims of this course. A critical approach to course
contents combined with group work will be encouraged without excluding master class sessions when
necessary.

ASSESSMENT

Assessment of these sessions will consist of:

- Class attendance and participation
- Fulfillment of course activities/assignments for this part of the module:

∗
Prof. Carmen Peiró already covered Methods of data collection and data analysis I. Prof. María Teresa Sanz will cover
Methods of data analysis III with a focus on the use of software.
 o Kali project (see Kali_Guía_informe)

**Students need to pass each of the activities and assignments of these sessions in
the course in order to get a passing grade.

BIBLIOGRAPHY

Bucholtz, M. (2000) “The politics of transcription”, Journal of Pragmatics 32: 1439–1465.

Cohen, L. et al. (2011) Research Methods in Education (7th edition). London: Routledge.
Cook, G. (1990) “Transcribing infinity: Problems of context interpretation”, Journal of Pragmatics 14(1):
1-24.
Davidson, C. (2009). Transcription: Imperatives for qualitative research. International Journal of
Qualitative Methods, 8(2), 1-52.
Davidson, C. (2010) “Transcription matters: Transcribing talk and interaction to facilitate conversation
analysis of the taken-for-granted in young children’s interactions”, Journal of Early Childhood
Research 8(2): 115-131.
Du Bois et al. (1993) “Outline of discourse transcription”. In Edwards, J. A. y Lampert, M. D. (eds)
Talking Data: Transcription and Coding in Discourse Research. London: Lawrence Erlbaum.
Edwards, J. A. and Lampert, M. D. (eds) (1993) Talking Data: Transcription and Coding in Discourse
Research. Hillsdale: Lawrence Erlbaum. (coding and transcription)
Gail, J. (1984) “Transcript Notation”. En Atkinson, Maxwell J. y Heritage, John (eds) Structures of
Social Action: Studies in Conversation Analysis. Cambridge: Cambridge University Press, ix–xvi.
Gillham, B. (2000) The Research Interview. London: Continuum.
Green, J., Franquiz, M. & Dixon, C. (1997) “The myth of the objective transcript: Transcribing as a
situated act”, TESOL Quarterly 31(1): 172-176.
Hubermann, M. A. y Miles, M. B. (2002) The Qualitative Researcher’s Companion. London: Sage.
Kvale, S. (1996) InterViews: An lntroduction to Qualitative Research Interviewing. Thousand Oaks,
CA: Sage.
Kvale, S. & Brinkmann, S. (2015) Interviews: Learning the Craft of Qualitative Research Interviewing.
SAGE: Los Angeles.
Krippendorff, K. (2004) Content Analysis: An Introduction to its Methodology. London: Sage.
Krippendorff, K. & Bock, A. M. (2009) The Content Analysis Reader. London: Sage.
nd
Krueger, Richard A. (1994) Focus Groups. A Practical Guide for Applied Research (2 edition).
London: Sage.
Krueger, R. A. (1997) Moderating Focus Groups (Focus Group Kit). Thousand Oaks, CA: Sage
Publications.
Miles, M. B. et al. (2014) Qualitative Data Analysis: A Methods Sourcebook (3rd edition). London:
Sage.
Morgan, D. L. (1988) Focus Groups as Qualitative Research. Newbury Park, CA: Sage
Ochs, E. (1979) “Transcription as theory”. En Ochs, Elinor y Schieffelin, Bambi B. (eds)
Developmental Pragmatics. New York: Academic Press, 43-72.
Onwuegbuzie, A. J. et al. (2009) “A qualitative framework for collecting and analyzing data in focus
group research”, International Journal of Qualitative Methods 8(3): 1-21.
Powney, J. & Watts, M. (1987) Interviewing in Educational Research. London: Routledge.
Roberts, C. (1997) “Transcribing talk: Issues of representation”, TESOL Quarterly 31(1): 167-172.
Saldaña, J. (2016) The Coding Manual for Qualitative Researchers. London: Sage.