Playa Ancha University of Educational Sciences
FACULTY OF EDUCATION
Prof. Fernando Valenzuela Leiva
PROGRAMMING
"PHILOSOPHY OF EDUCATION"
EVENING TEACHING ENGLISH TEACHING IN EVENING
CASTILIAN
(UPDATED April 21, 2011) OBJECTIVE
SUBJECT:
is an introductory course in science education its purpose is to provide a foundation theoretical education by studying the nature, purpose and means of the educational process and the subject of education in order that students understand and appreciate the field of education.
Framed in a pluralistic vision of the educational problem, the course will also contribute to the development aware of the vocation of the future educator.
Learning Principles that underpin the methodology:
1 .- Conceptual Learning> Learning KNOW PROCEDURAL
2 .-> KNOW HOW
3 .- Learning attitudinal:> KNOW BE
ACTIVITIES TO DEVELOP:
I. - Activities aimed at developing Conceptual: 1 .- Classes
systematic development of concepts. (Teacher and students)
2 .- Bibliography: Bibliography
2.1 .- Common:
Texts proposed by the teacher: NEW PERSPECTIVES
1,
EDUCATION (CHAPTER 3: PRINCIPLES OF EDUCATION.) José Luis Castillejos
2 ° The value of Educating Fernando Savater
3 ° San Manuel Bueno and Martyr (Miguel de Unamuno)
(see text http://filosofiadelaeducacionupa.blogspot.com/
4 º In Search for Meaning (Victor Frank)
2.2 .- Bibliography Personal Analysis
Analysis of 3 articles, blog
aspects that can be incorporated in the analysis:
concepts covered in the classes (Quote)
concepts from other authors (cited)
paraphrase
personal contributions, applications to education by the media
(Remember that both the trial and in the analysis must incorporate quotes from the presentations and the topics covered in class)
II .- Activities that aim at developing Procedural:
3 .- Research and theoretical presentation - practice educational issues underlying the practice of practicing teachers. (Eg School discipline today; Communication teacher - student, teacher - parents, teachers - teachers, school The problem of "penguins" Educational Reform and the current time; The problems of teachers in Chile, etc.).
Presentation of the findings.
It presents a participatory analysis of educational issues, using the following suggested outline:
- Introduction, definitions, examples, theoretical elements that sustains
(10 'max.)
- Implementation of enhanced activity with the group Course: forum panel,
group workshops, discussion socialized (to do this should bring prepared
las preguntas sobre el tema para animar la discusión)
- Concluir la presentación resumiendo lo planteado.
- Se requiere apoyo de material didáctico, se puede solicitar la multimedia u otros, con tiempo.
(Ver más detalles y rubricas para evaluar al final de esta programación)
4.- Presentación grupal de talleres (Ej.: películas y otros)
III.- Actividades que apuntan al desarrollo Actitudinal:
5.- Entrevista a un profesor de castellano realizado (en blog y oral)
6.- Ensayo personal final sobre el tipo de educador que desea ser.
Blog de la asignatura: http://filosofiadelaeducacionupa.blogspot.com
-
SCHEDULING:
1 APRIL 24, 2011
Presentation Course, Objectives, and Planning program.
2: 31 APRIL 2011
subjects: basic concepts Introduction to the concept "person"
Scheduling
3: 07 APRIL 2011
subjects: basic concepts UNIT ONE: THE MAN, THE SUBJECT OF EDUCATION "
SEND The personal blog address MAIL TO THE TEACHER: fleivav@gmail.com
4: 14 APRIL 2011
matter: basic concepts 1 .- The educational fact, reality and elements.
5: 21 APRIL 2011
subjects: basic concepts 2 .- Pedagogy and Philosophy of Education. TEACHER INTERVIEW WORKSHOP
6: 28 APRIL 2011
matter: basic concepts 2 .- Pedagogy and Philosophy of Education. (Cont.)
TEXT BIBLIOGRAPHIC EVALUATION:
"VALUE EDUCATE "Fernando Savate r
FIRST ITEM TESTED IN PERSONAL BLOG
April 30
7: 05 May 2011 FIRST
:
Concepts Man 3 .- 4 .-
phenomenalism, positivism
SECOND PERIOD:
REVIEW TEXT: NEW PERSPECTIVES EDUCATION
8: 12 MAY 2011 FIRST
:
5 .- Complexity of the human subject
6 .- Agnostics, skeptics.
SECOND PERIOD:
1, TEXT BIBLIOGRAPHIC EVALUATION : NEW PERSPECTIVES
EDUCATION (CHAPTER 3: PRINCIPLES OF EDUCATION.) José Luis Castillejos
9: 19 MAY 2011 FIRST
:
7 .- Situations limits.
SECOND PERIOD:
PRESENTATION OF THEMATIC GROUPS:
GROUP 1
SUBJECT:
10: 26 MAY 2011
FIRST PERIOD:
SECOND UNIT, "Rationalism and Education"
1 .- The concept of rationalism.
2. - Types of rationality: Cognitive (Parmenides);
Anthropology (Plato, Descartes); Ontological (Hegel)
SECOND PERIOD:
THEMATIC GROUP PRESENTATION:
GROUP 2 ITEM:
second article explores IN PERSONAL BLOG
31 MAY 11: 02DE 2010 JUNI0
3 .- Rationalism Platonic idealism Platonic
4 .- Anthropology. 5 .-
Aristotelian rationalism, realism
SECOND PERIOD:
TEXT BIBLIOGRAPHIC EVALUATION:
San Manuel Bueno and Martyr (Miguel de Unamuno)
(Remember both the tests and in the analysis must incorporate quotes from the lectures)
12: 09, 2011
JUNI0 OF FIRST PERIOD:
6 .- Modern Rationalism: Descartes, Kant. 7 .- Cartesian
Anthropology.
8 .- Applications of rationalism to education.
subjects: basic concepts
SECOND PERIOD:
PRESENTATION OF THEMATIC GROUPS:
GROUP 3
TOPIC : 13: 16, JUNI0, 2011
FIRST PERIOD:
THIRD UNIT: "Existentialism and Education"
1 .- Concept of Existentialism. 2 .- Aspects
common to all the existentialists.
3 .- Requirements of existentialism education
SECOND PERIOD:
EVALUATION bibliographic text:
Man's Search for Meaning
Victor Frank
14: 23, JUNI0, 2011
FIRST PERIOD:
FOURTH UNIT: "The staff and EDUCATION "
1 .- Concept of personalism. 2 .-
spiritual and material. 3 .-
human and personal. 4 .-
fundamental thesis of all humanism.
5 .- Principles of personal education.
SECOND PERIOD:
Professor Interview (In personal blog and presentation of a resume to the course are given all instructions in the class blog)
THEMATIC GROUP PRESENTATION:
GROUP 4
SUBJECT: 15: 30, JUNI0, 2011
final test:
"Ideas underlying the kind of teacher I want to be"
(personal blog is published in and watch blog suggestions on the subject)
FINAL ASSESSMENT (coef test materials. 2)
third article addresses PERSONAL BLOG ON JUNE 30
16: 07, 2011 JULI0
Results Reviews final and pending substantiation.
17: 14, 2011 JULI0 OF SPECIAL TESTS
SUMMARY OF QUALIFICATIONS
FINALE (In this will order the release notes on the blog of the Course)
NOTE: ACTIVITY COEF. NOTE
Materials Testing 1, 2 º C2
Materials Testing
C2 C2 3 º Bibliography Personal 3 In personal blog and cited articles were
4 º Bibliography Personal C2
5 th Lecture Group C2 on a topic educational
6 th Lecture Group C2
7 º 5 principles of education c2
9 º Sn Manuel Bueno Martir C1
8 The value of educating C1
9 The Search for Meaning C2
10 th Workshops: C1 In personal blog
11 º Interview with Professor C1 In personal blog
12 º Final testing C1 ideas underlying the kind of teacher
I want to be in personal blog
14 º Sum
15 º Average final
WORKING GROUP 1
TOPIC: PIA
YAÑEZ
ALEJANDRA MARTINEZ BELEN VARGAS MAURICIO
Valdez
GROUP 2 ITEM:
CRISTIAN JAVIER LOPEZ GUTIERREZ LEIVA
FRANCESCA
GROUP 3
SUBJECT:
ANGELIC
MANRIQUEZ EXEQUIEL EVELYN LOPEZ CASTRO
GROUP 4
SUBJECT: VALERIA
ANCAVIL
CATALINA VELASQUEZ
GISELLE CACERES
PRESENTATION METHODOLOGIES AND ACTIVITIES PLANNED FOR EVALUATION
HEADINGS INSTRUCTIONS DISSERTATION
1. Establishing working groups (4 or more)
2. We choose the field to submit in the following sequence:
• You can use the strategy brainstorming "in which ALL members of the group suggests possible topics to be discussed.
• It is good that prior to the brainstorming group students, the students also are reported from various sources on which are the most common problems in the education of our country.
• On the discursive discussion system that they defend and justify the various topics proposed, leads to successive ballots to determine finally the lecture topic.
3. It should conduct theoretical research on the concepts and / or most important ideas of the chosen topic.
4. Presentation of research findings: they should aim for much creativity, gamble in their role of being a teacher or professor. Recommended to be presented in an educational, attractive, very clearly, giving examples of its use in schools.
5. Presentation of the topic, definitions, examples, theoretical elements that supports them. (10 'max.)
6. It presents a participatory analysis of educational problems, for which an activity should be reinforced with the current group: forum panel, workshops
group, discussion socialized (to do so should bring prepared questions on the subject to encourage discussion) Under cratividad factor may arise during group activities where they are asked his colleagues to "play to be children" and carry out activities proposals.
7. A final conclusion is made at the end of the class, incorporating the ideas discussed in the activities.
8. The total time available to each group is 50 minutes during the second class period (between 20.15 and 21.05 hrs.). Then comes the group evaluation and self evaluation.
THAT THIS IS THE TEST
1 - It is about developing personally a subject that has, in a personal reflection of everything learned in this course. The title may be something like: What kind of teacher (or teacher) want to be? 2 - should contain several appointments to reinforce the position expressed
3, - Quotations from several sources must be at least: quotes from the class of texts read for class, or being sought specifically for the testing of other texts or Internet, dissertations, etc. (It is important to note the source)
4 - Must be an extension of at least two trade pages. 5 .-
must publish in the blog.
CRITERIA FOR EVALUATING THE PERSONAL ESSAY
1 - RELEVANCE The subject matter:
2 - QUALITY OF CONTRIBUTIONS ON THE TOPIC
3, - CRITICAL CONTRIBUTION TO THE SUBJECT
4 - APPLICATIONS TO EDUCATION
5 .- USE OF
Citation
(Other ideas about what is an essay) Essay
The test is a written composition that develops a certain topic from a personal standpoint. Normally, the purpose of a trial is to demonstrate a point of view or opinion. Take a test in the same way that you face on a research paper, divide it into manageable tasks.
Step 1:
sure you have understood what the teacher expects of you. Review all the information available on the subject and make sure that you answer the following questions. If not, ask your teacher.
• Is it necessary to do the essay on a theme?
• When to deliver?
• Should have a certain extension?
Step 2: Theme
1. Choose a general topic that interests you and follow the instructions provided by the teacher. If you can not think anything, browse a magazine, watch the news on TV or read in the newspaper stories about people, events or issues that appeal to you. Example: you notice an article the newspaper about air pollution caused by vehicles. You like the question of how to reduce pollution and would like to know more about this subject.
2. Do some research to familiarize yourself with the problem. Do Internet searches, read some newspaper articles and encyclopedia articles consultation regarding this issue. Use what you find to focus the trial approach. Example: While reading some articles on air pollution caused by cars in your city, you find that a representative from your municipality has proposed imposing a gasoline tax to raise funds for programs help reduce pollution. You find it interesting that proposal and decide which is the central point of the trial.
Step 3: Hypothesis and objective
All tests begin with a working hypothesis or main idea. Your task is to establish this idea and use the trial to defend it.
Council. A good working hypothesis:
• It should be interesting to others and yourself.
• It should provide an opinion on the subject.
• You provide a full statement sums up your opinion.
1. Summarizes the topic and your opinion in a complete sentence. This will become the working hypothesis. Example: you've selected a theme, which will be the proposed new tax on gasoline. From the preliminary investigation has concluded that this new tax on gasoline will reduce pollution of the city. This is the main idea. Now links the topic and main idea (variables): a new tax on petrol / reduce pollution of the city. It then places the articles, verbs and punctuation necessary to create a sentence: The new tax on gasoline will reduce pollution of the city.
(In the trial of education is generic theme is "Education", after analyzing the available texts, class notes, exhibitions, readings, personal literature, then set a personal scenario to develop.)
2. Make sure you express the topic accurately and clearly that you base an opinion, not fact. If necessary, perfect your phrase Example: The new tax of 0.2% per liter of gasoline will reduce pollution caused by vehicles in the greater metropolitan area.
3. Define the objective, that is, specify what you are trying to achieve with this trial. Are you trying to explain a process? Do you want the readers to obtain information about the problem? Are you trying to persuade readers to have the same you opinion on the subject? Example: your intention is to use the trial to explain why you think the new tax on gasoline will help reduce pollution. Therefore, the aim is to persuade readers to agree with the hypothesis.
Step 4: Outline
It's time to organize your thoughts, ie to make an outline of your presentation or essay.
1. Write to the working hypothesis on top of a sheet of paper, and then lists the arguments that you intend to use to defend it. A well-constructed writing requires at least three arguments to support it. Example: The new tax of 0.2% per liter of gasoline will reduce pollution caused by vehicles in the greater metropolitan area.
• The revenues from the new tax will go entirely to eliminate pollution from nearby freeways and major thoroughfares.
• The increase in gasoline prices will encourage people to drive less and use public transport or walking.
• The increase in gasoline prices will encourage car buyers to purchase cleaner cars.
2. Read all items on the list and ask yourself: "I can prove this?" In the tests, you can describe your personal experience both as data to get from research to support the arguments you use. If you can not explain any of your points with the information you have, carried out an investigation to find appropriate data. If you can not find background information on some of the arguments, delete from the list. Tip: If the teacher asks that you include a bibliography at the exhibition, take a few minutes now to determine what information from each source you will need and is writing it down as queries. For example, do you ask your teacher that lists publishers and place of publication of your sources written? Know exactly what you need now will avoid the hassle of having to return later to review the information.
3. Read all the arguments and choose the order in which they appear. Does it seem correct sequence you have chosen? Could the test have more effect if you change the order of items? If it seems necessary, change the order.
Step 5: Main text
Write the body of the essay can be a complicated task. However, not so difficult thanks to the precise steps that have been giving to the working hypothesis, the purpose and outline.
• Taking the scheme as a guide, transforms the arguments in paragraphs using facts and personal experiences to explain and support them.
• When you set the foundation of the test, go back and connect paragraphs to construct a coherent narrative. Weight set used as a transition between paragraphs. The goal is to make clear to the reader why you have submitted the information in that order. Tip: Do not forget to include any information you have taken from another author, that is, any fact that does not know at first hand or opinions other than your own.
• Read the essay with a critical eye. Resume "main argument clearly every opinion expressed in paragraph? Is it appropriate the sequence of paragraphs that you have chosen?
• If you have time, take a break. Forget the test for one or two days. In this way, your vision and perspective will be fresh the next time your review.
Step 6: Hypothesis final
Writing is very easy to get carried away with issues that are not essential. Sometimes, you realize what you've written it deviates from the original idea. Do not worry. This is the reason why the original working hypothesis is a previous step to the final hypothesis.
• Reread the text of the trial. When you do, ask yourself this question: "Have I expressed Although my ideas? "
• If the arguments do not support the working hypothesis, perfecciónala. You can extend the hypothesis, reduce or re-stated. It is concerned that the hypothesis is well supported by facts and arguments at work.
Step 7: Introduction and conclusion
The introduction and conclusion of the trial reinforce the key issues that have exposed.
• Use the introduction to express the idea (ie, the working hypothesis) and briefly describe what this trial and the arguments you want to use. The introduction should also draw attention the reader to continue reading until the end. Try to include a fact or anecdote on the subject for special attention of the reader.
• Uses the conclusion to summarize the ideas expressed in the essay and the arguments that defend them. Do not replant with precision, the goal is to provide a sense of closure and that the reader is left with a final perspective on the subject.
Step 8: Bibliography
A bibliography is a list of sources that have been used in research. Usually go to another page or pages at the end of the trial, under the title "Bibliography", "References" or "Works Cited."
• Gather all the information about the sources that have been scored during your research.
• Meets sources into a single list in alphabetical order of names of authors. Sources other than the author (encyclopedia articles, for example) is also written in alphabetical order, according to the headings.
• Set the appropriate format to each of the items in the list of sources according to a literature method accepted. Here's one of the most common methods of making a bibliography. In any case, be sure to use the literature as to let you know your teacher. Book
Surname, author's name. Title. Place of publication: publisher, year of publication. Encyclopedia article "Title of article", name of the encyclopedia. Year of publishing. Newspaper article, magazine or newspaper surname, author's name. "Article Title." Title of publication. Publication Date: number, (pages). Last review of the reviewer, the name of the reviewer. Review of Book Title, Name and surname of the author. Place of publication: publisher, year of publication. Movie Title of the film. Directed by Name surname of the director. Studio or distributor, date of release of the film. Internet source Author's last name, author's name. "Title of article or page, the site name. Institution or organization of the site maintainer. URL.
Step 9: final sketch Dale
the finishing touches to the test. You should not skip any of these steps.
• Review the wording to make sure you have not made spelling mistakes. Then, to ensure further passes the spell check the document. Pay close attention to possible mistakes that you committed and not discovered in your initial review. The worst of a job is submitted with misspellings.
• Read the writing from beginning to end, as would the teacher. Correct all grammatical errors or other you find.
• When you're sure you've done your best, try to get a second opinion. Ask your parents or another trusted person to read the essay critically and you comments. Make the changes you consider appropriate.
• Re-read it one last time to make sure he did not commit any error.
• Finally, delivery work. Congratulations! Reference Library
Microsoft ® Encarta ® 2005. © 1993-2004 Microsoft Corporation. All rights reserved.
Updates, comments and contributions of Professor Fernando Valenzuela Leiva 2005.
IDEAS FOR THE INTERVIEW WITH PROFESSOR
MADE SOME GUIDELINES FOR IN-DEPTH INTERVIEW:
1 Each student will contact an experienced teacher, you are doing in their particular profession and an interview, according to the questionnaire prepared previous groups. 2 On the agreed date is concurred to conduct the interview, bringing the base questionnaire along with other items to use as a recorder or other means of gathering information (remember to ask permission to record)
3 the interview on the personal blog with the following:
* Introduction (introduces the interviewee, the place where she works and some features that allow to know better)
* Body of the Interview (may be presented in classic form question and answer, or give an account of the through interview)
* Conclusion (this is the most important part of this tarbajo, because the interviewer makes an analysis of the highlights provided by the interviewee)
(AL FINAL THIS DOCUMENT IS AN EXAMPLE OF INTERVIEW)
SOME IDEAS FOR THE IN-DEPTH INTERVIEW (AS \u200b\u200bA METHOD OF INVESTIGAVIÓN)
Interview Techniques
Definition: In-depth interview is the process of dynamic interaction
communication between two people, interviewer and interviewee
under control first.
Purpose: Get information that implicates as possible on the subject of analysis that arises
When to Use:
_ When you need to get very complex information
_ When looking for confidential or sensitive information, eg on a taboo subject
_ When looking for information professionals, and structured questionnaires are inadequate
_ When considered as a preliminary to developing
structured questionnaires to identify content to include or even
Depth Interview: Interview Process Technical
1.Elaboración the script:
• Length of interview (short-answer short / long)
• Nature of the questions (short answer, explanatory)
• Nature of research (exploratory and descriptive, confirmatory)
introductory 2.Fase:
• Purpose of the interview and the use of information obtained
• Confidentiality and anonymity of responses
• Type of collaboration desired respondent
3.
Development • Do not be very direct in asking and start uncommitted aspects
• Use of records, or references to previous responses, to some extent forced on
consistency in the responses
• Avoid leading questions, or include a possible bias
• Have a logical sequence of generic to specific , the surface to the committed
• Finish in an elegant and leaving the door open
Depth Interview: Strategies
Interview Techniques • Appeal of complicity: to find a way of being an accomplice or ally
the interviewee, environment close
• Appeal of Ingenuity: was surprised to hear the responses of
interviewed, giving a feeling of new information and attractive
• The mirror or echo, repeating the last words of the respondent, when think
can have a strong emotional content for him
• Synthesis: summarize the statements made by the respondent to
see the effect it produced to be uttered by someone else
• The direct interpretation, is to express assumptions about what is
saying the respondent and the degree of acceptance, rejection or qualification
that the interviewee answers
Interview Depth: Major Issues Interview Techniques
• Environment
interview • Barriers to interview
• Incentives to interview, offer to help, need to communicate
• Types of in-depth interview
• Script
interview • Physical characteristics of the interviewer
• Length of interview: ( half to two hours)
• Method of recording information
• Validity of results
TYPES OF INTERVIEWS
When they hear the word "interview", most people think in a structured research instrument as attitude surveys or opinion and questionnaires. These interviews are typically "managed" to a large group of "subjects" (Benney and Hughes, 1956). You may be asked to place their survey two feelings along a scale, to select the most appropriate responses to a preselected set of questions, or even respond to open questions in their own words. Although these research approaches differ in many respects, all adopt a standardized form, the investigator has the questions and the research subject has the answers. In fact, in more structured interviews to all the people are asked the question in identical terms to ensure that results are comparable. The interviewer serves as a data collector careful, his role includes working to ensure that subjects were relaxed enough to fully address the predefined series of questions. "'
In complete contrast to the structured interview, qualitative interviews are flexible and dynamic. The qualitative interviews have been described as not, directives, unstructured, non-standard and open. We use the term" depth interviews "to refer to this qualitative research method. For qualitative interviews repeated understand face to face meetings between "the researcher and the informants, these meetings led to the understanding of the perspectives of Jos informants about their lives, experiences or situations as expressed by their own words . The in-depth interviews are modeled on a conversation between equals, and not a formal exchange of questions and respues1as. Far from resembling a robot collection of data, the investigator is the research instrument. and it is not a protocol or interview form. The role involves not only answers but also learn what questions to ask and how to do.
While qualitative research method, in-depth interviews have much in common with participant observation. Just as observers, the interviewer "slow progress, 'at first. Try to establish rapport with informants, no questions initially formulated guidelines and learn what is important to the informants before focusing the interests of the investigation.
The primary difference between participant observation and in-depth interviews lies in the scenes and situations in which research takes place. As participant observers carried out their studies in field situations "natural" interviewers ask of his prepared specifically in situations. The observer participant gets direct experience of the social world. The interviewer and indirectly relies exclusively on the accounts of others. The problems this creates what are considered in the next section.
can distinguish three types of in-depth interview, closely linked. The first is the life history of sociological autobiography. In the history of life, the researcher tries to learn the definitions that person applies to such experiences. The life history presents a vision of his life that a person has, in his own words, much like an ordinary autobiography. EW Burgess (Shaw, 1966, pg. 4) explains the importance of life story:
In the history of life is revealed as in any other way the inner life of a person, their moral struggles, successes and failures in the effort to fulfill his destiny in a world that too it often does not match their hopes and ideals.
What distinguishes the life history of popular autobiographies is the fact that the researcher actively soliciting the account of the experiences and ways of seeing the person, and builds the story of life as an end product. Howard Becker (1966, pg. VI) describes the role of the researcher in the sociological life stories:
The sociologist who takes a life story takes steps to ensure that it covers all we want to know, that no single factor or event important to be neglected, that what purports to be factual consistent with the evidence that is available and that the interpretations of the subject are made honestly. The sociologist maintains the subject-oriented issues 1as sociology who are interested, asking questions about events that need desarrol1o, tries to make the story told to do with matters that are subject to official registration and material provided by others they know the individual, event or place that is described. Ago that the game is honest with us.
life story has a long tradition of social sciences and figured prominently in the work of the Chicago School during the late l920, 1930 and 1940 (Shaw, 1931, 1966, Shaw et al, 1938; Sutherland, 1937, see also Angell, 1945, and Frazier, 1978) . Much of the considerations in this chapter are based on the life stories of a "transsexual" (Bogdan, 1974) and two "mentally retarded" (Bogdan & Taylor, 1982).
The second type of interviews, target depth learning about events and activities that can not be observed directly. In this interview we spoke to are reporting the most, a true sense of the word. Researcher acting as observers, are your eyes and ears in the field, in many informants, their role is not simply to reveal his own opinion, but it should describe what is happening and how others perceive it. Examples of this type of interview include the study of Erikson. (L976) on the reaction of a West Virginia town to a natural disaster, and the study of Domhoff (1975) on the power elite. Erikson's research could not have done otherwise, unless the author was found accidentally in a disaster site natuara1, somewhat unlikely, of course, while we can assume that Domhoff could not gain access to intimate places frequented by the powerful.
type E1 final qualitative interviews is' intended to provide a comprehensive picture of a range of scenarios, situations or people. The interviews were used to study a number. Relatively large number of people in a relatively short time if it compares to the time it would require an investigation through participant observation. For example, you could probably make more in-depth interviews with 20 teachers using the same amount of time it would take a study of participant observation in a single classroom. The study by Rubin (1976) on fami1ias workers, l00 based on detailed interviews with wives and husbands, is a good example of this type of research. Although
researchers choose one or other of the types of in-depth interviews with different purposes, the basic techniques are similar in all three types. In all cases, the researchers establish rapport with informants through repeated contacts over a period of time, and develop a detailed understanding of their experiences and perspectives. This chapter describes approaches and strategies for interviews, as defined here. However, much of what is said on the following pages can be applied to all interviews, regardless of the approach. THE START OF THE
. INTERVIEWS
the genuine stamp of qualitative interviews is learning about it, which is important in the minds of the informants: their meanings, perspectives and definitions, the way they are, c1asifican y. experience the mondo. Presumably, the investigators want to ask some general questions before starting work. But they must be careful not to force your program too early. Input to raise direct questions, the researcher creates a mental trend in the reporting about what about what is important to talk, this induced bias can be difficult, if not impossible, to know how they really see things.
During the first interviews the researcher sets the tone for the relationship with informants. In these initial interviews, the interviewer should appear as someone who is not totally sure of the questions you want to do and is willing to learn from the informants. Robert Coles (197l, p., 39) eloquently describes this framework: My work ... is to present live to where I can be a number of lives ... relying on a person like me, an outsider, a stranger, a listener, an observer, a curious ... a subject to which a mountain man described as one "that always comes back and apparently did not know exactly what you want to hear or know."
The qualitative interviewer must find ways to get people to start talking about their perspectives and experiences conversation unstructured or define what it should say. Unlike the participant observer, can not sit back and expect people to do something before asking questions. There are several ways to guide the initial interviews in this research: descriptive questions, the reports requested, the interview with logbook and personal documents. Descriptive questions
Probably the best way to start the interviews with informants consists in asking them to describe, list or sketch events, experiences, places or people in their lives. Practically every interview you can submit a list of questions descriptive information which will allow people to talk about what they consider important, unstructured responses. In our life histories of mentally retarded interviews began by asking respondents to provide us with chronology of major events in their lives. Pattie Burt listed events such as birth, its location in various foster homes, institutionalization, and the rent of your apartment. Ed Murphy listed the death of his father, his mother's death, the death of his sister, in addition to the places where they had lived. In our work with Ed Murphy making sessions often were starting to point events and experiences (Sometimes it absorbed the entire session.) Since its institutionalization was very gravitating in his life, we continue this experience in great depth. For example, we ask you to outline things such as rooms in which he lived, a typical day in different rooms, their friends in the institution and the tasks assigned to it.
When respondents mentioned specific experiences, you can find out more detail. It is also a good idea to document issues to return to them later. Stories
requested
Many classic life histories of the social sciences have been based on a combination of depth interviews and stories written by themselves informants. Shaw 1931, 1966), Shaw, McKay and MccDonald (1938) and Sutherland (1937) make extensive use of this approach in their life histories and criminal offenders.
Shaw and his colleagues made use of various techniques to structure the life histories of offenders in the 1930's. Shaw (1966) reports that, although he leaned heavily on personal interviews, preferred to rely on written documents. In The Jack-Roller, Shaw (1966) first interviewed Stanley, the protagonist of the story of life, to prepare a detailed timeline of his criminal acts and experiences. Then he gave this chronology to Stanley that he would use it as a guide in drafting of their own history. Shaw (1966, p. 23) writes that Stanley instructed in the sense that "provide a detailed description of each event, the situation that occurred and their personal reactions to the experience." In other stories of life, like Brothers in Crime (1938), Shaw and colleagues only give an indication of its informants to provide a detailed description of their experiences during childhood and adolescence. Sutherland was more
manager to request the life story entitled The Professional Thief (1937). Although not described in detail its approach, said that most of the text was written by the thief character, based on questions and topics suggested by the researcher. Sutherland then spoke with the thief about seven hours per week for twelve weeks, to examine what the subject had written. The final life history includes the original story of the thief, the interview material, lower passages written by Sutherland for the purpose of the layout, and footnotes based on a wide range of sources, including interviews with other thieves and detectives.
For Being Different, researcher Jane Fry asked to write a detailed chronology of his life. After the chronology used as a basis for talks with her. In recent interviews he and Jane traveled the timing point by point in order to return any item overlooked.
Not everyone can or are willing to write about their experiences. However, the sketches and timelines can also be used as guides in open-depth interviews.
Interviewing logbook
In this approach, respondents have a current record of his activities during a specific period, that registration provides a basis for in-depth interviews. Zimmerman and Wieder (1977), which refer to this technique as "Method of interview with daily" have described specific procedures associated with it.
In a study of "Lifestyles of the counterculture, Zimmerman and Wieder asked respondents to keep a" log "in which their activities should write chronologically. Instructed to register these activities as much detail as they could, at least make notes every day, and be referred to a standard set of questions to consider each activity: Who? What? When? Where? How? As Zimmerman and Wieder were interested in sexual activities and drug use, said the informants to describe these activities specifically. Zimmerman and Wieder
had two researchers who reviewed each day and prepared a set of questions and examinations to be asked of the informants on the basis of their stories. Report that for every 5 to 10 pages daily, the researchers generated questions posed 1OO 5 hours of interviews. Stories
As requested, the interview with logbook reporting is not adequate for non-fans to register their activities in writing. As pointed out by Zimmerman and Wieder, daily telephone conversations and the recorder can be used as alternative methods. Personal documents
personal documents (diaries, letters, drawings, records, agendas and lists of important things people themselves) can be used to guide the interviews without imposing a structure to the informant. Most people keep old documents and records, and are willing to show to others at least some of those elements. If the researcher does not need a general idea of \u200b\u200bthe experiences you want to cover in the interviews, you can ask respondents to show him documents related to these experiences before they begin interviewing. Later in the course of the interview, these materials can ignite memories and help people to revive old feelings. Jane Fry
kept old letters and other documents and written stories, autobiographical in critical moments of his life. The shared freely with the researcher. These documents not only provided a framework for interviews, if that were eventually incorporated into his life story. In some investigations through interviews, the interviewer has a good idea of \u200b\u200bwhat goes on in the minds of the informants before he begins to interview. For example, some interviewers have previously performed participant observation, others use their own experiences to guide their research. Becker's study of jazz musicians left. His own experience in a band. In our research, we spent a considerable amount of 1iempo with informants before a formal interview. We heard from Ed Murphy talk about his life in institutions before we could think of the idea of \u200b\u200bwriting his life story. When researchers are based on a body of direct experience can be more senior and aggressive in their initial inquiry.
INTERVIEW GUIDE
projects in large-scale interviews some researchers used an interview guide to ensure that key issues are, explored a number of informants. The interview guide is not a structured protocol. This is a list of general areas to be covered with each informant. In the interview situation the researcher decides how to articulate the questions and when to ask them. Guide the interview only served to remember to ask questions about certain topics. Using guides
presupposes a certain degree of knowledge about the people you try to study (at least in interviews). This type of guide is useful when the researcher has already learned something about 1os informants through field work, preliminary interviews or other direct experience. This guide can also be extended or revised as additional interviews are conducted.
The interview guide is especially useful in research and evaluation team, or other subsidized research (Patton, 1980). In team research, the guide provides a way to ensure that all researchers to explore with respondents the same areas. genera1. One of the authors of this book used a guide to "the interview in a research project involving field visits, intensive and short term half dozen researchers should attend to a number of sites (see Taylor, 1982). subsidized research and qualitative assessment of the interview guide can be used to give sponsors an idea of \u200b\u200bwhat actually comprises the researcher with the informants.
the interview situation the interviewer must create a climate where people cua11as feel comfortable to speak freely about themselves, what types of situations is more likely that people express their ways of seeing? In the structured interview the interviewer is instructed to act as a disinterested figure, the design of the interview situation try mimic laboratory conditions. But, as noted by Deutscher (197J, pg. 150), people rarely express their true feelings and opinions in such circumstances: "The actual expressions of attitude or overt behavior rarely occur in conditions of sterility deliberately structured the interview situation. "
In the qualitative interview, the researcher tries to construct a situation resembles those in which people speak naturally to each other on important things. The interview is relaxed and its tone is a conversation, that is how people interact normally. The interviewer is related to the respondents on a personal level. Indeed, the relationships that develop as time passes between the interviewer and the informants are the key data collection
There are certainly differences between the interview situation and those in which people interact normally: interviewers times must be contained and not express their views, it is understood that the conversation is private and confidential, the information flow is largely (though not exclusively) unilateral interviewers communicate a genuine interest in the views and experiences of people and are willing to listen to for hours on end. However, only designing the interview along the lines of the natural interaction can permeate the interviewer what is most important to people. . In fact, the interviewer has many parallel figures in everyday life: the good listener, the shoulder on which you can mourn, confidant.
Like participant observation, in-depth interviews require ability to relate to others in their own terms. There is no simple formula: To interview successfully, but The following points set the tone of the atmosphere that the researcher should try to create. No open trial
When informants begin to share an increasing number of experiences and feelings with the interviewer, public drop their facades and reveal parts of themselves that usually remain hidden. It is common for people enter or close their disclosures repudiation or comments such as "You must think I'm crazy to do that" and "I can not justify what I did, but ...".
An important part of the technique is not open trial. Benney and Hughes (1970, p., 140) write: "... the interview is an understanding between two parties which, in exchange for allowing the interviewer to direct the communication, is secured to the informant who will not meet with denials, contradictions, competition or other harassment. "In other words, if we want people to open up and express their feelings and opinions, we decline to negative judgments about her and "humiliate" or "silence".
Of course, the best way to avoid the appearance that you are judging people is to try to accept them for who they are and so they are not mentally unopened trial. When we can not take that attitude, it is possible to state our position, but gently and not condemn the person as a whole.
During the interview must take the initiative to reassure the party in that it's all right in our eyes, after we have revealed. Something disturbing or disparaging personal. We must communicate our understanding and sympathy: "I know what you mean," "The same thing happened to me once," I have thought of doing it, "I have a friend who did that."
Allow people to talk
depth interviews are sometimes requires a lot of patience. Informants can be spread over things that are not interested. Especially during the initial interviews, it is necessary not to interrupt the informant but we are not interested in the subject he touches.
. For you can usually make a person go back through subtle gestures such as leaving nod and take notes (Patton, 1980), and gently changing the subject during pauses in conversation: "I'd like to alg6 that you said the other day. " With time, informants usually learn to read our actions and our interests quite know what to talk about some things and not others.
When the interviewee begins to talk about something important, let the conversation flow. The gestures of sympathy and serve to keep it relevant questions on the subject. Attention
During interviews easily extended letting your mind wander. This is especially true when you are, recording and you have no obligation to concentrate to remember every word you say. Attention
means to communicate a sincere interest in what the informants are saying, and know when and how to find out by asking the right question. As Thomas Cottle (1973b, p. 35) puts it clearly, attention also means open to see things in new and different:
If there is a rule for this type of research, it could be reduced to a statement as simple as paying attention. " Pay attention to what the person does, says and feels, attention what is evoked by these conversations and perceptions, particularly when our mind wanders far and finally, pay attention to the responses of those who, through our work, you could hear people. Paying attention means open, not a special way to open or metaphysical, but simply self-observation, self-awareness, the belief that everything one experiences taken from the outside and inside is worthy of consideration and essential for understanding and respect those with whom we meet. Be sensitive
Interviewers must always perceive the way their words and actions affect the 'informants. Sometimes they have to "get fools, "but not insulting. Must be nice, but not patronizing. They should know when to investigate, but stay away from open wounds. Must be friendly, but not as one who tries to ingratiate himself only. The sensitivity is an attitude one must take wing interviews and participant observation. Robert Coles (1971b, p. 29) reaches the heart of the matter when he writes:
Somehow we all must learn to know the others ... Of course I must say myself, sometimes kindly and strong or severe, I was reminded of the absurdity that had been some of my questions, misleading or presumed they were the assumptions that they conveyed. The fact is that I have repeatedly seen an illiterate migrant worker, poor and humble step back to something I did or said, smiling a bit nervously, sparking the eyes and sulking, ask yourself some questions about me and my purposes, and through their gestures of disapproval me know that surely had been, and indeed, criticism also arose in him, serene criticism, reflection, perhaps difficult to express in words ... THE POLL
c1aves One successful interview is to know when and how to probe, scan. Throughout the interviews, the researcher tracked items that emerged as a result of specific questions, encourages the informant to describe the experiences in detail, and constant pressure to clarify his words. In the qualitative interview
have to probe the details of the experiences of individuals and the meanings they attribute to them. That is the point where in-depth interviews depart from everyday conversation. Unlike most people, the interviewer is interested in trivial events in the daily struggles and experiences as well as in the bright spots of life. Furthermore, in contrast with the natural conversation, the interviewer can not assume they understand exactly what people mean. The interviewer can not take for granted assumptions and understandings of common sense that other people share.
Deutscher (1973, p. 191) explains how seemingly objective words may have different cultural meanings:
When an American truck driver complains to the waitress in the dining car because beer is "hot" soup "cold" fluid "hot" may have a temperature 10 º C do, and "cold" to be at 25 ° C .... The standard for the same object can vary from culture to culture, country to country, region to region and, for that matter, in any social unit -Between classes, age groups, sex, or whatever it takes, "soup" cold "for an adult may be too" hot "for a child.
qualitative Interviewers must constantly ask informants to clarify and develop what has been said, even at the risk of sounding naive. Spradley (1979) comments that the interviewer has to teach the informant to be a good informant, continuously encouraged to provide detailed descriptions of their experiences.
During the interview should continue searching for clarification until you are sure what you mean exactly the informant: rephrase what he said and prompt, ask the interviewer provide examples, note what is not clear to us. Also be further comments until you have a clear mental picture of the people, places, experiences and feelings of his life. Ask a number of specific questions: Can you tell me
that looked like there?
How did you feel then?
Do you remember what he said at the time?
What were you doing?
Who else was there?
What happened after that?
skilled interviewer poses questions to stimulate memory. Many past events lie deeply hidden in the memory and life far from daily. Try to think of questions to recover some of these events, eg
"At that time, how do you describe your family?
Do your parents always told stories about what it was when you were growing up?
What kind of stories you told when he met with his brothers and sisters?
As participant observers may become more aggressive in the later stages of the investigation, the inquiry's interviewer may be more directive as they learn all about the informants and their perspectives. It is not uncommon for informants are unwilling or unable to talk about issues that are obviously important for them. In our interviews with Ed Murphy, for example, was reluctant to discuss personal terms that had been labeled as mentally retarded. Instead, he talked about how the other unfairly stigmatized label "mentally retarded." To make brief them on the experience of coping with that label, we ask questions that allowed him to retain an identity of "normal" person: "You are obviously a bright person; How is embroiled in an institution for retarded" and "Many children has a learning problem, How did you in school? "during the interviews Ed Murphy were also times when faced with their tendency to avoid certain issues. We try to instill the idea of \u200b\u200bthe importance of talking about his family, he said something like the following:
I think it's important to know your family life. Many families do not know how to treat disabled children. I think we must try to talk about their feelings and experiences.
While Ed continued to feel uncomfortable with some issues, finally spoke about many of those who had avoided.
As participant observer, the interviewer can also use what Douglas (1976) called "tactics of the assertion in stages" and other techniques aggressive inquiry. As we have seen, this tactic is to act like one and "was aware" in order to obtain more information.
BY WAY OF EXAMPLE ... INTERVIEW: Interview with Professor
:
We are in the living room of his house, is located a few meters from one of three schools where she works as a teacher. The town tells me that we are in a very rural place, starting with the bus waiting to take me, it took a long time in coming, the city of Ligua is more or less to about twenty minutes by bus, arriving trees and horses adorn the landscape. Step through the front of the school diego school portals Pullally the people here is my interviewee, she is a mother of two sons and one daughter lives with her husband and children in a house located very near the school, she is a professor of religion and when I ask a interview I asked whether it mattered or not she was a professor of religion, but I knew I knew and had worked in the rural arto time otherwise had not been so satisfying and rewarding the interview then you sir reader Enjoy.
much as there were no leading questions, we talked for a long enough period, it tells me about how difficult it was to study the great sacrifice he had to do to help you be a teacher in this conversation, I wonder
Where does this feeling of being a teacher? She
while studying at elementary school his teacher was a very nice person very close to her students as she described it was "very skin, ask how are you, as dawn today, glad to see you come to school, was a very good teacher, and then I felt that I too liked this deal with his students and thought of becoming a teacher as or perhaps better than my primary teacher and it was a good example to follow "
tells me that a teacher physically assaulted while attending elementary school thing marked him for life a little girl who just wants to learn and know good things and not anti-values.
fourth means when they leave work at a school assistant, with the motive to raise money enough to pay for their study because their parents could not afford so that she could study. Then he went to Santiago to study and work in the day and worked from five in the afternoon until nine attending classes.
Was it very difficult to study?
"if complicated," study at the Institute of the Catholic University of Santiago in 1983 after graduating had to practice in the school of Longotoma says, he did one-year contract, work making free practice and engaged.
Then, when you had your salary the most of it spent on materials for children, was in a room multigrade
first to fourth grade basic. Then in 2003 and graduated from San Felipe in courses implanted Valparaiso University.
already in the field of school teacher a question that even in training that you would like a response which will guide
What are the methods used to capture the attention of your students?
News, I cut and paste on the board to see if the children have heard of the issue and reviewing and I are so getting their attention that you fail nothing to scream always calm, "the authority is achieved with respect" Anecdotes
Once was a big mess in the room and could not silence and I could not think the way to get attention and I get on a chair and start singing and the children looked at me they were all surprised and quietly finished singing my song and say hello and start your class.
What are the advantages of rural
children always or most of the time are very receptive, they have a different way of being, their families better established is less crime, drugs, violence, are less contaminated purest . Disadvantages
Children have little access to modern information and
a teacher Are you done?
Yes, I seen one. Whenever I see a response by the children, I percent happy with my work that helped form I see something I bring good people in this society that makes you happy thank you.
A message for teachers who are forming. I'm glad there
young people wishing to become teachers even when education today, this very question
Be persevering, hardworking with high expectations, take the opportunity to bring this vocation can be a good contribution, changing what is bad and we have to improve. He is currently
Happy with his family and his job could say that she is a strong believer and I think this product is very strong and struggling to hear me talk provoked a feeling of tranquility and security, an incentive to go ahead and create a feeling of admiration for delivery that she provides to students in general to everyone around him. Name
interviewed: Patricia Saavedra
Profession: Professor of Religion
Workplace: Pullally rural primary school from first to eighth grade,
Zapallar Lyceum, from first to eighth grade. Professional Technical Liceo Papudo first through fourth means.
Years of service: 23 years
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