Teacher/Ethnographer in the Workplace: Approaches to Staff Development.

Autor/inn/en	Gee, Mary Kay; Ullman, Charlotte
Institution	Lake County Coll., Grayslake, IL.
Titel	Teacher/Ethnographer in the Workplace: Approaches to Staff Development.
Quelle	(1998), (12 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Leitfaden; Action Research; Adult Education; Data Collection; Educational Needs; Ethnography; Inplant Programs; Interviews; Labor Force Development; Models; Needs Assessment; Photographs; Research Methodology; Staff Development; Teacher Role; Work Environment + Suchen Sie Ihr Suchwort? Projektforschung; Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Data capture; Datensammlung; Educational need; Bildungsbedarf; Ethnografie; Betriebliche Weiterbildung; Interviewing; Interviewtechnik; Arbeitskräftebestand; Analogiemodell; Bedarfsermittlung; Photograph; Foto; Photo; Fotografie; Photographie; Research method; Forschungsmethode; Personnel development; Personalentwicklung; Lehrerrolle; Arbeitsmilieu
Abstract	Use of ethnographic methods to assess learning and staff development needs for workplace adult education programs is discussed, focusing on the teacher's role as ethnographic researcher. Four stages of ethnographic research are identified: (1) open-ended, inductive study; (2) structured observation; (3) analysis; and (4) speculation and sharing of findings. Characteristics of the ethnographic researcher's approach and behavior are also noted. Two models of data collection are presented. The first, use of photography, is intended to create a record of the workplace, identify its technology status and needs, and create an image for later analysis and sharing. Tips for taking and analyzing photographs are noted. The second data collection method discussed is the use of interviews. Five kinds of interview questions are discussed: "grand tour" or overview; specific task- or area-related questions; asking for examples; eliciting experiences; and questions about use of job-related terminology. An interview form is included. Benefits of using these data collection methods are noted, and similarities and differences in workplace and adult basic education are outlined. (MSE) (Adjunct ERIC Clearinghouse on Literacy Education)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01