How teachers influence the 'world-view' of students

AEM6100: Education Research Design and MethodsJorge Jorquera 2009

My research interest is concerned with how teachers influence the 'world-view' of students and what implications this may

have for learning and pedagogy.

Why this research

It's my view that the values and beliefs that children develop, impact greatly on their ability to learn. I think the 'world-view' that children internalise - to use Vygotsky's formulation - is not only an important element in motivating or demotivating children in learning, but also may impact more directly on the development of their actual cognitive capacities and learning skills.

What do I mean by 'world-view'The term 'world-view' has its origins in the German word Weltanschauung - Welt is the German word for "world", and Anschauung the German word for "view" or "outlook." It's a concept that has a rich history in German and cognitive philosophy but in the contemporary intellectual world seems to be theoretically dominated by theological studies.*

It is hard to deny that in human societies learning takes place within culturally and historically 'determined' frameworks of ideas and beliefs; and that it is through such frameworks that people interpret and interact with the world.

*The Christian anthropologist Paul G. Hiebert refers to world-view as the “fundamental cognitive, affective, and evaluative presuppositions a group of people make about the nature of things, and which they use to order their lives”.(p. 15; cf. pp. 25–26, 80, 84, 324 Transforming Worldviews).

It's about how you see the world & your place in it

This research considers that an individual's world-view encompasses the general way people relate to the world around them, both in terms of ideas (how they see it) and activity (how they act in it).

Vygotksy

"... human learning presupposes a specific social nature and a process by which children grow into the intellectual life of those around them."

(Vygotsky 1978, P 88)

Why teachers?The influence of parents on the world-view of children is widely acknowledged, and hard to deny. The influence of teachers, however, has received less systematic attention. How do teachers influence the world-view of "developing minds"?

Is it through the content and objectives of what they teach (curriculum)? Is it through the ways in which they teach (pedagogy)? Or both?

Teacher as mentor

"Using imitation, children are capable of doing much more in collective activity or under the guidance of adults."

(Vygotsky 1978, P88)

Sub & related questionsDo teachers perceive that they influence the world-view of students?

How conscious are teachers of any such influence?

Do teachers perceive any links between the world-view of students and their learning?

Do teachers develop their pedagogies with any sense or consciousness of how their own world-view may influence students and their learning?

Research Methodology

Quantitative vs Qualitative research is a false paradigm for debate. Both QT & QL approaches and specific techniques are valid for different research contexts and stages.

Epistemological basis of researchMore important is the recognition of the epistemological basis of the research approach:

Grounded (materialist) or Idealist (such as postmodern relativism) Where might this lead you? 

How do you ground research?The importance of praxis - especially so in the social sciences. Knowledge of how people work - individually & collectively is possible (against relativism).

Such knowledge is based on praxis ...

But not limited to it (against pragmatism)

Consistent practice implies theory ... Just as theory implies the need for practice.

PARParticipatory Action Research

To get to know society - or any element of it - you need to be part of the struggles that continuously construct and reconstruct it.

Those central to these struggles (contradictions) are in the best position to throw light on their meanings. The role of the intellectual is to "assist" in generalising the meaning of experiences-praxis (theory).

Key elements of the PAR methodology as developed by Fals-Borda

Collective research

Critical recovery of history

Valuing & applying "folk" culture

Democratic production and diffusion of new knowledge

Against the relativist view of PARTheory does exist outside of its immediate "social verifiability".

Because it's not born only of immanent praxis but historically constituted.

Research communities do no have to re-invent the wheel each time; but they do have to 're-discover' the theory, and may through that process possibly enrich it.

Research planCarry out a survey of teachers to assist process of designing research parameters and bring to light key areas for theoretical study. Teacher interviews to further assist process of designing research parameters.

Design a research proposal to involve a group of teachers in a process of collective and action based participatory research.

SURVEY 1. Do you consider that you influence the beliefs and values of your studentsHow much? Barely To some extent Not at all Quite a lot Greatly2. Do you consider that the content of your teaching (curriculum) influences the values and beliefs of your students? Yes No3. Does the way you teach (pedagogy) have an influence on the beliefs and values of your students? Yes No4. How does the influence you have as a teacher on the values and beliefs of your students rate in relation to the influence of:*The student's family    *The media    *Student peers    *ReligionMuch more influential More influential As influential Less influential Much less influentialWhat are your thoughts on this question:5. Consider how much you think that teachers (in general) impact on whether students see themselves as "objects" (manipulated and helpless) or "agents" (able to have an impact on the world around them)In your view most teachers:*Make students see themselves more like objects than agents*Have no influence on whether students see themselves as objects or agents*Make students see themselves more like agents than objectsWhat are your thoughts on this question:

Teacher interviewsSemi-structured, open-ended interviews. Ensure authentic expression of teacher voice (interviews will be transcribed and sent back to the teachers for reflection, amendments and/or additions, etc).

Initial ideas for research proposal

Organise small conference/seminar for teachers to come and discuss some of the issues raised and present their views. Canvass proposals for a PAR project at the conference.