Please use this identifier to cite or link to this item: http://hdl.handle.net/1822/26058

TitleQualitative methodology in education : a multi-case study focused on the formative mediation area in Portugal and in France
Author(s)Aguiar, Márcia
Silva, Ana Maria Costa e
Issue dateOct-2013
PublisherMcser Publishing
JournalJournal of Educational and Social Research
Abstract(s)Formative Mediation has arisen as a new and complex area in the field of Education and is questioning the traditional conceptions of curriculum, pedagogical relationship, conflict, citizenship and autonomy.The study we have developed is related to the emerging perspectives that are associated with the field of Education and Training of Adults, where we sought to understand what are the pedagogical dynamics, the professional profiles and the practices correlated with Formative Mediation in Courses of Adult Education and Training (AET Courses) and in the process of Recognition, Validation and Certification of Competences (RVCC) developed in Portugal and in the Validation des Acquis de l'Expérience (VAE) undertaken in France. To accomplish this investigation, we used a predominantly qualitative and emerging design, where inductive analysis prevailed throughout the investigative process. In this sense, we carried out a multi-case study (three cases in Portugal and three cases in France) with nine participants in the investigation: two ETA Mediators, a Diagnosis and Referral Specialist (DRS), three Recognition and Validation of Competences Professionals (RVCPs) and three Professionals working in the VAE process. Autobiographical narratives, participant observations and semi-directive interviews were the techniques used and the data obtained was processed using the emerging and inductive categorisation. In this text, we intend to present the steps and processes used in the data analysis, characterise them and discuss some of the results achieved, while seeking to reflect on the advantages and potentialities of the use of qualitative research methods in the Educational field.
TypeArticle
URIhttp://hdl.handle.net/1822/26058
ISSN2239-978X
2240-0524
Peer-Reviewedyes
AccessRestricted access (UMinho)
Appears in Collections:CECS - Artigos em revistas internacionais / Articles in international journals
DS/CICS - Artigos em Revistas Internacionais/Articles in International Journals

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