Exploring Issues of Validity in a Study of Geography Teachers’ Subject Knowledge
Date
2006
Authors
Brooks, Clare
Hopwood, Nick
Journal Title
Journal ISSN
Volume Title
Publisher
The Grosvenor Center for Geographic Education
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 scrutinized 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.
Description
Keywords
geography, analysis, interpretation, representation, case teachers
Citation
Brooks, C. & Hopwood, N. (2006). Exploring issues of validity in a study of geography teachers’ subject knowledge. Research in Geographic Education, 8, pp. 59-72.