Brooks, Clare;
Hopwood, Nick;
(2006)
Exploring Issues of Validity in a Study of
Geography Teachers’ Subject Knowledge.
Research in Geographic Education
, 8
pp. 59-72.
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Abstract
This paper explores aspects of validity in qualitative research relating to a study of geography teachers’ subject knowledge and how this relates to their practice. Participating teachers and an external researcher scrutinised raw data and commented on preliminary analyses. The outcomes of these processes are evaluated first with specific reference to understanding the case teachers’ subject knowledge and then in a broader discussion relating to engaging participants and other researchers in similar exercises. It is argued that even where discrepancies and conflicts between different interpretations of data emerge, such tensions may be explored as helpful rather than perceived as threats.
| Type: | Article |
|---|---|
| Title: | Exploring Issues of Validity in a Study of Geography Teachers’ Subject Knowledge |
| Open access status: | An open access version is available from UCL Discovery |
| Publisher version: | https://rge.grosvenor.txst.edu/submissions.html |
| Language: | English |
| Additional information: | This version is the version of record. For information on re-use, please refer to the publisher’s terms and conditions. |
| Keywords: | Analysis, interpretation, representation, case teachers |
| UCL classification: | UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education |
| URI: | https://discovery.ucl.ac.uk/id/eprint/10000275 |
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