ARPHA Proceedings 1: 1055-1065, doi: 10.3897/ap.1.e0778
Pedagogical Effects of Qualitative Research Methods (Focus Group and Phenomenological Interviews) in Pedagogical Training for Graduate and Postgraduate Students
expand article infoVera P. Zeleeva

Corresponding author: Vera Zeleeva ( zeleewy@yandex.ru )

© Vera Zeleeva.
This is an open access article distributed under the terms of the Creative Commons Attribution License (CC BY 4.0), which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited.
Citation: Zeleeva VP (2019) Pedagogical Effects of Qualitative Research Methods (Focus Group and Phenomenological Interviews) in Pedagogical Training for Graduate and Postgraduate Students. In: Valeeva R (Ed) V International Forum on Teacher Education, Kazan Federal University, Russia. 29-31 May 2019. ARPHA Proceedings 1: 1055-1065. https://doi.org/10.3897/ap.1.e0778
Open Access
Abstract
The article deals with the peculiarities of a dialogue between a researcher and a respondent within a focused group interview and a phenomenological interview. The distinctive cultural communicative experience allowing the solving of pedagogical problems is typical for qualitative research methods based on joint creative work of a teacher and his or her students. Research organization conditions assume solving of diagnostic as well as pedagogical problems and call for special training of the teacher-researcher. The article reviews the approaches needed for organization of such a research. The conclusion is made upon reasonability to utilize qualitative research methods in developing communicative culture during training of graduate students and postgraduate student teachers.
Keywords
communicative culture of a teacher; master’s degree in pedagogy; qualitative research methods; focused group interview; phenomenological analysis.