Module Two - Research Focus - Where Do We Begin?

In our Module Two Skype session on 16/09/19 we discussed the research process and where to begin.  Here is my interpretation:

Firstly our research needs to link to our practice and to help us grow within our profession.  By initially looking at the current literature surrounding our topics of interest it will enable us to develop questions, highlight keys areas not already studied and question why?  Any questions resulting from our wider reading should lead to more questions and not answers.  There are no answers - difficult for a perfectionist to hear!  However this will enable our thought processes to evolve which will eventually lead to the development of our research question and once again my perfectionist personality trait does not like it - there is no perfect research question and probably no 'light bulb' moment which from discussion I know that a few of us have been waiting/ hoping for!  However whatever we choose to research it needs to be 'do able' within the time frame and potentially will only 'scratch the surface' of our chosen topic.

We then discussed types of research and how this course lends itself to a more qualitative (non positivist) approach.  This is because there is often different ways of doing things within our professions.  An example of how to teach a pirouette was given.  Lots of teachers will teach the build ups in a different way, plus it will be determined by a variety of factors the weight placement of the student, their turnout (in ballet) etc etc so there is no one way to teach a pirouette.  Whereas with quantitative (positivist)  research there is a definitive answer i.e.  does a drug help cure an illness? - it either does or it does not.

Following which we looked at some types of Methodology:  observations, participant observation and interviews etc and how they may be appropriate to use within our research.  However we are not limited to formalised methods and may develop our own methodology if appropriate. 

We will then need to analyse our data which will vary dependent upon what methodology was used.

Ethical considerations were then discussed.  We will need to highlight any implications of our research and complete a MORE application form with structured questions.  Our research needs to accepted by the University and all ethical considerations need approval otherwise our research would be void.  It was suggested that we look at the MORE form as it will help the structural format of our proposal for this module.

So far the content of this module has felt vast and although I studied research methods at Undergraduate Level I am still struggling to understand all of the terminology and approaches etc.  Fortunately I was able to find cover for work to attend the Skype session, so I hope that my interpretation of what was discussed will help others that were not so lucky.  Good luck everyone!

Theories and Frameworks revisited

As I listened to the content of our Skype session on the 13/10/19, I was drawn to the fact that it was a very different conversation from when the topic was visited during my preceding module.  What was apparent though was that what constitutes a framework and a theory is open for negotiation, as is the relationship between them. 

If a framework as suggested gives us context could a theory be regarded as a hypothesis?  A hypothesis being purely a question which poses the basis for research.  Research in it's widest context is then what we use to underpin our practice.  In relation to this course the qualitative approach is the preferable methodology for our research as it can be utilised to gather experiences which may vary from within the dance teaching profession or our chosen area of expertise. 

When researching literature it was highlighted to discover where there are gaps in research.  Why have certain areas of our practice not been researched and why?  By questioning and answering each question with more questions it is hoped that we can gain a deeper understanding into our chosen profession which will underpin our future practice and enable us to develop further within our chosen career pathway.

Knowing and Learning

I saw this quote on Facebook the other day: 
           
         "Everybody is a genius.  But if you judge a fish by its ability to climb a tree, it will live its whole life believing it is stupid.  Albert Einstein"

I have no idea if it is a genuine quote but it made me reflect upon how far I have come in this process.  I come from a very academic family where traditional methods of academia are the norm.  In module one watching the video by Sir Ken Robinson I felt liberated as I realised that all the experience that I had from teaching dance could equate to academic value and that there was more than one way of judging academic success. 

Not everyone can dance and even if they can, not everyone has the skills to teach dance. I know from personal experience people often do not see teaching dance as a career, more of a hobby, and even the other day someone said to me that I only work two days a week as a physio so why was I tired? and then I pointed out the other 4 days I work as a dance teacher plus all the administration involved in running a dance school and the fact that I was doing this MA course!  Everyone has different skills in life and these should be acknowledged and celebrated not negated because they do not fit with some preconceived ideals of what society dictates success should be. 

Whilst listening to the Skype session on 29th September I felt myself reflecting upon how learning is a reciprocal process between teacher and student.  Within a class situation, especially nowadays as dance classes are becoming increasingly diverse, as teachers we have to encompass many different learning styles with in one class in order to ensure that each student achieves what they are capable of especially in examinations. 

As I work through module two I am now more aware of my practice and why I teach / approach things in a certain way even if it is something that I have been instinctively doing for years.  As teachers we are always learning, new syllabi, new concepts etc, but in the past I only focused upon how it impacted upon my students and it's been quite a journey so far focusing upon what I have learnt in the process.