The Spirit of Qualitative Research Lecture Four Field Hands eBook Gary Shank
Download As PDF : The Spirit of Qualitative Research Lecture Four Field Hands eBook Gary Shank 
There are a great number of how-to books in qualitative research, but very few why-to books. This lecture is the fourth lecture in an eleven lecture series that gets at the heart and spirit of why we do qualitative research. Each lecture stands alone, but the whole series gives the reader a fresh and strong new look at the ideas behind both the past and the future of qualitative research. In this lecture we look at field research from field fires to natural educators.
The Spirit of Qualitative Research Lecture Four Field Hands eBook Gary Shank
I think that "Natural Educators" teach because they can't imagine NOT teaching. To live is to teach. But teaching itself is a learned skill. In many cases, you learn it from your students. Certification is a weird process. I have a PhD, which in essence qualifies me to teach in any University in the country. Yet I cannot teach in an elementary school, middle school, or high school because I lack "proper credentials". Yet those I know who have them say that they learned nothing in the credentialing process that helped them become great teachers (although many of them are multiple-year recipients of "best teacher of the year"). In my experience, having three interested students out of 20 is a high proportion, but we live for those three and try to not lose the other 17. And those 17 consume so much more effort.Like my teaching friends, certification doesn't prepare you for teaching. Taking a course in research methods does not prepare you for research. Going out and doing research is what makes a researcher good, and the goal of the course should not be primarily how to do it, but to make sure the students do not step in any burning cowpies. A "natural educator" sees these pitfalls, and becomes more a mentor than a lecturer. Field research is not something you "teach by lecture", but it is a craft, and the role of a true teacher is to take a bunch of apprentices and turn out journeymen, and to take a bunch of journeymen and turn them into Masters of the Craft, who will then take on apprentices of their own. Perhaps I was biased by these ideas, which I've believed in for years, but I think that summarizes a lot of what Fred Pohl was saying. [My interpretation, recast to modern models of education: Bachelor's degree: qualified to become an apprentice; Master's degree: A journeyman; PhD: Master of the Craft]
Ultimately, I don't think this is so much a lecture on research methods as it is a lecture on research meta-methods, because as a lecture it says more about how to teach field research than to do field research. I think of it as a declaration of intent that tells the students about the framework not only of the course, as in explaining how they are going to be taught, but also telling them how they should think about learning.
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The Spirit of Qualitative Research Lecture Four Field Hands eBook Gary Shank Reviews
I think that "Natural Educators" teach because they can't imagine NOT teaching. To live is to teach. But teaching itself is a learned skill. In many cases, you learn it from your students. Certification is a weird process. I have a PhD, which in essence qualifies me to teach in any University in the country. Yet I cannot teach in an elementary school, middle school, or high school because I lack "proper credentials". Yet those I know who have them say that they learned nothing in the credentialing process that helped them become great teachers (although many of them are multiple-year recipients of "best teacher of the year"). In my experience, having three interested students out of 20 is a high proportion, but we live for those three and try to not lose the other 17. And those 17 consume so much more effort.
Like my teaching friends, certification doesn't prepare you for teaching. Taking a course in research methods does not prepare you for research. Going out and doing research is what makes a researcher good, and the goal of the course should not be primarily how to do it, but to make sure the students do not step in any burning cowpies. A "natural educator" sees these pitfalls, and becomes more a mentor than a lecturer. Field research is not something you "teach by lecture", but it is a craft, and the role of a true teacher is to take a bunch of apprentices and turn out journeymen, and to take a bunch of journeymen and turn them into Masters of the Craft, who will then take on apprentices of their own. Perhaps I was biased by these ideas, which I've believed in for years, but I think that summarizes a lot of what Fred Pohl was saying. [My interpretation, recast to modern models of education Bachelor's degree qualified to become an apprentice; Master's degree A journeyman; PhD Master of the Craft]
Ultimately, I don't think this is so much a lecture on research methods as it is a lecture on research meta-methods, because as a lecture it says more about how to teach field research than to do field research. I think of it as a declaration of intent that tells the students about the framework not only of the course, as in explaining how they are going to be taught, but also telling them how they should think about learning.
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