Empirický výzkum vzdělávání: vystačí naše stávající přístupy zítra? / Empirical educational research: Will our current approaches be sufficient tomorrow?

dc.creator	Manfred Prenzel
dc.date	2012-12-01T00:00:00Z
dc.date.accessioned	2015-07-20T22:14:22Z
dc.date.available	2015-07-20T22:14:22Z
dc.identifier	1211-4669
dc.identifier	https://doaj.org/article/d149fc49242140658786f0e0b3de90fb
dc.identifier.uri	http://evidence.thinkportal.org/handle/123456789/16797
dc.description	Empirical educational research as a relatively new field has developed significantly in recent years. The trustworthiness of its findings is rooted in consistent use of sound research methods. The findings are followed and discussed even outside the small community of researchers and taken into account by educational policy makers and in day-to-day practice. Empirical research has to stay on thispath and continue to fulfil the demands of critical examination of theory in practice. However, from time to time we must ask ourselves whether the research agenda still corresponds with the current needs and what empirical research should look like in the future. These are the questions we pursue in this paper, which can be readalso as a plea for a wider use of various research methods, including mixed methods. After a short review of success of empirical educational research, its financing and expectations that come with it, we will pursue the issue of what research approachesand methods help us gain descriptive knowledge, explanatory knowledge and knowledge for change. Attention is also paid to the significance of knowledge about aims and purposes.
dc.language	Czech
dc.language	Slovak
dc.publisher	Czech Pedagogical Society
dc.relation	http://www.ped.muni.cz/pedor/archiv/2012/PedOr12_4_Empiricky_Prenzel.pdf
dc.relation	https://doaj.org/toc/1211-4669
dc.rights	CC BY-NC-ND
dc.source	Pedagogicka Orientace, Vol 22, Iss 4, Pp 475-489 (2012)
dc.subject	CZ: výzkum vzdělávání
dc.subject	vzdělávací politika
dc.subject	smíšená metodologie
dc.subject	vědění popisné
dc.subject	vysvětlující vědení
dc.subject	vědění pro změnu
dc.subject	vědění o cílech
dc.subject	TIMSS
dc.subject	PISA EN: educational research
dc.subject	educational policy
dc.subject	mixed methods
dc.subject	descriptive knowledge
dc.subject	knowledge for change
dc.subject	knowledge about aims
dc.subject	TIMSS
dc.subject	PISA
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.title	Empirický výzkum vzdělávání: vystačí naše stávající přístupy zítra? / Empirical educational research: Will our current approaches be sufficient tomorrow?
dc.type	article