Exploring Issues of Validity in a Study of Geography Teachers’ Subject Knowledge

Simple item page
dc.contributor.authorBrooks, Clare
dc.contributor.authorHopwood, Nick
dc.date.accessioned2023-12-05T21:11:54Z
dc.date.available2023-12-05T21:11:54Z
dc.date.issued2006
dc.description.abstractThis 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.
dc.description.departmentGeography and Environmental Studies
dc.formatText
dc.format.extent14 pages
dc.format.medium1 file (.pdf)
dc.identifier.citationBrooks, C. & Hopwood, N. (2006). Exploring issues of validity in a study of geography teachers’ subject knowledge. Research in Geographic Education, 8, pp. 59-72.
dc.identifier.issn1529-0085
dc.identifier.urihttps://hdl.handle.net/10877/17347
dc.language.isoen
dc.publisherThe Grosvenor Center for Geographic Education
dc.sourceResearch in Geographic Education, 2006, Vol. 8, pp. 59-72.
dc.subjectgeography
dc.subjectanalysis
dc.subjectinterpretation
dc.subjectrepresentation
dc.subjectcase teachers
dc.titleExploring Issues of Validity in a Study of Geography Teachers’ Subject Knowledge
dc.typeArticle

Files

Original bundle

Now showing 1 - 1 of 1
Thumbnail Image
Name:
GC_RGE_2006_V8_03Brooks.pdf
Size:
455.92 KB
Format:
Adobe Portable Document Format
Download

Collections

Research in Geographic Education