How Do European Researchers in Education Define Their Social Responsibilities?

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Other Title
  • 教科教育研究者の社会的責任の果たし方
  • 教科教育研究者の社会的責任の果たし方 : 教育学に背景を持たない3名の欧州研究者の多様性と共通性
  • キョウカ キョウイク ケンキュウシャ ノ シャカイテキ セキニン ノ ハタシ カタ : キョウイクガク ニ ハイケイ オ モタナイ 3メイ ノ オウシュウ ケンキュウシャ ノ タヨウセイ ト キョウツウセイ
  • A Comparative Study of Three Researchers in Charge of Subject Pedagogy
  • 教育学に背景を持たない3名の欧州研究者の多様性と共通性

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Abstract

The purpose of this study is to examine how European kyoka-kyoiku-kenkyusha (academics who perform research on school subjects/subject pedagogy) perceive their social responsibilities. The study is mainly based on the interviews conducted on the three researchers in charge of subject pedagogy (didactics), and the examination of the context. To analyze the data, this study adopted four areas for an analytical framework: teacher education, research, social service, and administration. The three main findings of our analysis are as follows. First, there are differences between the three researchers in the way they fulfill their social responsibilities. For example, one researcher appears to place the main responsibility on research, and seems to believe that the other areas extend from it. Meanwhile another researcher seems to relate these four areas in a balanced manner. Second, the personal interests and beliefs of all sampled researchers seem to connect to subject pedagogy, and their activities could be supported by the missions and policies of their universities and the European contexts. Third, despite the small number of interviews, the patterns of fulfilling social responsibilities shown by the three researchers suggest the possibility of expanding research and practice in subject pedagogy.

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