1. Research for Post-MA Development Richard Watson Todd http://arts.kmutt.ac.th/crs/research/Research.ppt

2. A quick survey n Have you conducted research since finishing your MA? n Have you published research since finishing your MA?

3. What is research? n “Research is an attempt to understand something better through the systematic and formal collection and analysis of empirical data” (Shanahan, 2002: 10) –research is not ‘proving’ something –research is not necessarily changing something

4. Why do research? n “Research is valuable because it offers more than results. It provides grounds for thinking more deeply about what is being studied” (Shanahan, 2002: 15) n Uses of research –To identify problems –To increase our understanding of how things work –To develop applications (e.g. materials, methods)

5. Development n Teaching development n Knowledge development n Qualification development n Career development n Institutional development

6. Teaching development n Teaching focuses for research –Focus on method (e.g. test - teach - test research) –Focus on interaction –Focus on teacher n Students learn despite the method n Action research focusing on interaction or teacher n Key issue is insightfulness

7. Knowledge development n Upgrading knowledge through reading n Difficulties of upgrading knowledge without a motivation n Research providing the motivation for reading

8. Qualification development n Formal qualifications: PhD implies research n CV improvement: publications

9. Career development n Upgrading academic status (assistant professor etc., ajarn 3) n Autonomous universities and university evaluation lead to evaluation of teachers n Conducting research is important for evaluations

10. Institutional development n Working in a professional environment n Research promotes professionalism n Research can inform materials, courses, plans leading to a more effective institution

11. Summary so far n Research for deeper understanding and thinking n Potential positive developments impacts of conducting research

12. Issues of conducting research in Thailand n 2 surveys concerning conducting research –Faculty of Humanities, Srinakharinwirote University –Faculty of Humanities, Naresuan University

13. Issues of conducting research in Thailand n 90% of teachers want to conduct research –Key motivations include curiosity and improving work, especially teaching n Only 50% actually conduct research –Key reasons for not conducting research: Lack of time Other responsibilities have a higher priority Lack of knowledge and experience in conducting research

14. Conceptions of research n Survey of teachers’ views of what makes good research (Borg, 2007) –Research must be objective –Research involves testing hypotheses –Research involves controlling variables –Research needs large numbers of subjects n Traditional model of research

15. Influence of environment n Traditional model of research is prevalent in Thailand n Environment influences own ideas n Easy to accept traditional model of research n Traditional model of research is not the most effective at promoting a deeper understanding

16. Traditional research and development n Traditional research rarely leads to useful insights - not most useful for teaching development n Traditional research has predetermined expectations - less need for wide reading and knowledge development

17. Traditional research and development n Traditional research is not necessarily publishable - little effect on qualification and career development n Traditional research can help promote professionalism, but may not be most useful for course (etc.) development

18. Research development n If not traditional research, then what? n MA thesis –new to research –pressure to finish quickly n Developments in research methodologies and focuses

19. Alternatives to traditional research n Traditional –deductive –predetermined –confirmatory –outcome n Alternative –inductive –emergent –exploratory –process

20. Alternatives to traditional research n Analysing student processes (e.g. introspection, stimulated recall) n Analysing student communication (e.g. discourse analysis, conversation analysis) n Analysing teacher beliefs (e.g. metaphor analysis, diary studies) n Identifying key issues (e.g. critical incident analysis)

21. Bringing it all together n Development is important n Development has several aspects n Deeper understanding and thinking lead to development n (Non-traditional) research promotes deeper understanding and thinking n Therefore (non-traditional) research promotes development n Since development is important, research is important n Need to make time for research and give research a high priority