Porovnať metódy
Prezrite si vybrané metódy vedľa seba; riadky, ktoré sa líšia, sú zvýraznené.
| Etnografia× | Štúdium lekcií – Kolaboratívne skúmanie praxe pre zlepšenie výučby× | |
|---|---|---|
| Odbor≠ | Kvalitatívne metódy | Terénne metódy |
| Rodina | Process / pipeline | Process / pipeline |
| Rok vzniku≠ | c. 1922 (Malinowski's Argonauts of the Western Pacific) | Late 19th century Japan; international dissemination from 1999 |
| Tvorca≠ | Bronisław Malinowski (modern ethnography); rooted in 19th-century anthropology | Japanese elementary school teachers (formalized); introduced to Western research by James Stigler & James Hiebert |
| Typ≠ | Qualitative fieldwork tradition | Collaborative practitioner inquiry / professional development research |
| Pôvodný zdroj≠ | Hammersley, M. & Atkinson, P. (2019). Ethnography: Principles in Practice (4th ed.). Routledge. ISBN: 978-1138504462 | Stigler, J. W., & Hiebert, J. (1999). The Teaching Gap: Best Ideas from the World's Teachers for Improving Education in the Classroom. Free Press. ISBN: 978-0684852744 |
| Ďalšie názvy | Etnografi, participant observation, fieldwork, ethnographic research | Jugyou Kenkyuu, LS, collaborative lesson research, teaching study |
| Príbuzné | 5 | 5 |
| Zhrnutie≠ | Ethnography is a qualitative research tradition in which a researcher immerses themselves in a social group or community over an extended period — typically three to six months or longer — to study its culture, values, and behaviours in their natural setting. Originating in social and cultural anthropology, and consolidated as a rigorous method by Bronisław Malinowski in the early twentieth century, ethnography produces rich, contextualised accounts of how people live, work, and make meaning together. | Lesson study is a structured, cyclical form of professional development and educational research in which a team of teachers collaboratively plans a single 'research lesson,' observes it live in a classroom, analyzes student learning in detail, revises the lesson, and shares findings with the broader teaching community. Originating in Japanese elementary schools and brought to international attention by Stigler and Hiebert's 1999 comparative study, it has become one of the most widely adopted teacher-led inquiry methods worldwide. |
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