Research Methodologies in Adult Education

Code:

EFA02

Acronym:

MIEFA

Keywords
Classification	Keyword
OFICIAL	Educational Sciences

Instance: 2024/2025 - 1S

Active?	Yes
Responsible unit:	Education Sciences
Course/CS Responsible:	Master in Adult Education and Training

Cycles of Study/Courses

Acronym	No. of Students	Study Plan	Curricular Years	Credits UCN	Credits ECTS	Contact hours	Total Time
MEFA	18	Official Curricular Structure	1	-	6	49	162

Teaching language

Portuguese
Obs.: Metodologias de investigação em Educação e Formação de Adultos

Objectives

The curricular unit aims to promote: - Knowledge and acquisition of skills in research methodology in Adult Education and Training; - Acquisition of knowledge on structural questions about research-making; that is, epistemological assumptions underlying research in Adult Education and Training;  - Knowledge about the process of designing research projects in Adult Education and Training; - Conception and design of research projects in Adult Education and Training, - Exposure to several research methodologies in Adult Education and Training, - Research practices in Adult Education and Training.

Learning outcomes and competences

The central concern with promoting students’ capacities to know “how-to-do” research in adult education and training is the main assumption of an approach that articulates the knowledge of research methods and their theoretical underpinnings and the experience in the field and the design of a project based on that experience, confronting literature and practice. Learning “how-to-do” research is inseparable from the activity of experimenting, in a specific context, the challenges of project design and implementation: from knowing the context to identifying resources and “problems”, from defining objectives to selecting strategies, etc. Learning from ‘situated problems’ is not only in tune with the ecological perspective that underpins this curricular unit, but also has a high potential for learning the knowledge and skills necessary to empower students adjust theory (about research) to a contextualized practice – as any adult education and training project demands.

Working method

Presencial

Program

I - Dynamics of Research in Education

• Epistemological and methodological issues


• Émile Durkheim and the Rules of Sociological Method;


• Pierre Bourdieu and research as a social relationship and symbolic violence;


• Michel Foucault and the archaeology of knowledge;


• Boaventura de Sousa Santos, the double epistemological rupture and paradigmatic transition;


• Sandra Harding and the standpoint perspective.

II - Rationality and Research Design in Education

• The quantitative-qualitative debate;


• Foundations of the interpretative paradigm;


• The construction of the object and rigour;


• The phases of the research procedure.

III. Issues of methods and techniques for collecting and analysing data

• Quantitative methods;


• Interviews;


• Focussed Group Discussion;


• Ethnography/Digital Ethnography;


• Biographical methods;


• Content Analysis.

Mandatory literature

Moreira, C. (2007); Teorias e práticas de investigação, Lisboa, Inst. Sup. Ciências Políticas e Sociais.
Creswell, John. (2012). ; Educational Research: Planning, Conducting, and Evaluating Quantitative and Qualitative Research. , Boston: Pearson Education, Inc, 2012
Bardin, L. (2009).; Análise de Conteúdo. , Lisboa: Edições 70, Lda., 2009

Teaching methods and learning activities

Contact activities

Exhibitions. Debates. Preparing fieldwork, research design, designing instruments and analysing data. Accompanying fieldwork. Research diary writing. Collaborative work.

Autonomous work

Bibliographical research and reading indicated works. Fieldwork. Writing a research diary. Writing a poster.

Assessment:

Students who attend 75% of the scheduled classes.

1. The assessment is based on the writing of an individual Research Diary, as a support for reflection, but also as a practice of dense writing around the discussions and themes of the classes, making connections with the individual research problem to be developed and/or with the theme of the collective research work. (60%)

A Research Diary is a working tool for those carrying out research and includes reflections that can be methodological in nature, discussions around research topics, conceptual, theoretical and ethical reflections, assessments of books and texts that are analysed and others that are found along the way to arriving at a research question and problem in education. The writing of the Research Diary is contemporary with the classes. This component is individual and should include a reflection on what research is and how methodological choices are made around a problem. The aim is for students to be able to mobilise theoretical and practical knowledge around the methodological procedures to be adopted in relation to a problem to be chosen. The diary is a methodological reflection on how to understand and develop a research or intervention problem in a more coherent and paradigmatically integrated way.

2. Assessment is also based on a small group research project that includes fieldwork and a poster presentation of the theoretical framework, methodological options and results obtained (40%).

This group work will focus on a broad theme that cuts across all classes, safeguarding the methodological paths and specific thematic options developed by each group. The work will be carried out over the course of the semester, with tutorial support, and will culminate in the oral presentation, in groups, of posters that materialise the small exploratory research carried out. As a result of these presentations (which will also be assessed) and the feedback obtained, the groups will have the opportunity to incorporate suggestions and recommendations into an improved and final version of the poster, to be delivered in at the assessment period.

Evaluation Type

Distributed evaluation without final exam

Assessment Components

designation	Weight (%)
Apresentação/discussão de um trabalho científico	15,00
Trabalho de campo	25,00
Trabalho escrito	60,00
Total:	100,00

Amount of time allocated to each course unit

designation	Time (hours)
Estudo autónomo	30,00
Frequência das aulas	36,00
Trabalho de campo	10,00
Apresentação/discussão de um trabalho científico	2,00
Trabalho escrito	25,00
Total:	103,00

Eligibility for exams

The student obtains attendance at the curricular unit if, having been regularly enrolled, he/she attends 75% of the scheduled classes. Attendance at 75% of classes is what allows for the assessment referred to above (Individual research diary + Final work, in poster format, developed in groups).

Calculation formula of final grade

Assessment for students who attend 75% of classes:

The assessment falls on a research paper in poster format and resulting from the field/laboratory work carried out in a small group and includes its presentation - it has a weighting of 40%.
The writing of an individual Research Diary, with reflections on the classes and the exploratory research work carried out - weighted at 60%.

Examinations or Special Assignments

Students, in situations and statuses provided for by the legislation and regulations in force, who do not attend the minimum number of classes required (75 per cent of the scheduled classes), should contact the subject teacher in September, preferably at the first class, to find out about the alternative assessment method.
Thus, in these cases, and for the normal and appeal periods, the assessment will be:
1 - Final face-to-face exam - 60% weighting
2 - Individual written reflection on two texts. This reflection on the texts implies that it is related to a future research question/theme and that authors and other texts are mobilised that they consider pertinent in this reflection - weighting of 40%.


Students who, for reasons beyond their control (need for a visa, entry into the 3rd placement phase) have been unable to attend classes and who have made face-to-face contact with the course leader during the month of November, will be assessed as follows:
1 - Final face-to-face written exam - 70% weighting
2- Individual written reflection on two texts. This reflection on the texts implies that they relate to a future research question/theme and that authors and other texts are mobilised that are considered pertinent in this reflection - weighting of 30%.

For all special assessment periods planned or to be determined in the course of the academic year by the competent bodies, and for all students under special status, the assessment will be:
Final exam, written and in person - weighting of 100%

Internship work/project

N/A

Special assessment (TE, DA, ...)

Students, in situations provided for by the legislation and regulations in force, who do not attend all their classes or the minimum required (75% of the scheduled classes), should contact the teacher of the subject in September, preferably at the first class, to find out about the alternative assessment method.

Thus, in these cases, and for the normal and appeal periods, the assessment will be:
1 - Final written exam - 70% weighting
2- Individual written reflection on two texts. This reflection on the texts implies that they are related to a future research question/theme and that authors and other texts are mobilised that are considered pertinent in this reflection - weighting 30%

For these cases and in all special assessment periods planned or to be determined during the course of the academic year by the competent bodies, the assessment will be:
Final exam - 100% weighting

Classification improvement

The final exam is used to improve the grade and has a weighting of 100%.

Observations

Main Bibliography

Amado, João (2014) Manual de Investigação Qualitativa em Educação. Coimbra: Imprensa da Universidade de Coimbra.

Alvesson Mats; Reflexive methodology. ISBN: ISBN 0-8039-7707-7

Bourdieu, Pierre (2001) A Miséria do Mundo. Petrópolis: Vozes, 1993

Correia José Alberto (1998) Para uma teoria crítica em educação. Porto: Porto Editora

Creswell, J. W. (2002) Research Design: Qualitative, quantitative, and mix-method approach. London: Sage.

Clough, Peter & Nutbrown, Cathy (2012) A Student’s Guide to Methodology. London: Sage

Dowling, Paul & Brown (2010) Doing research/Reading Research – re-interrogating education. London: Routledge

Durkheim, Émile (2001) As Regras do Método Sociológico, Porto:Rès Ed., 1895

Foucault, Michel (1978) Vigiar e Punir. Petrópolis: Vozes, 1975

Hadji, Charles & Baillé, Jacques (2001) Investigação e Educação – para uma ‘nova aliança’, Porto: Porto Editora

Harding, Sandra (1986) Whose Science? Whose Knowledge? NY:Cornell Univ Press

Pais, José Machado (2007) Sociologia da vida quotidiana. Lisboa: ICS

Pinto, José Madureira (2007) Indagação Científica, Aprendizagens Escolares. Porto: Afrontamento

Ramazanoglu Caroline; Feminist methodology. ISBN: ISBN 0-7619-5123-7

Santos, Boaventura de Sousa (2000) A Critica da Razão Indolente. Porto: Afrontamento

Saukko Paula; Doing research in cultural studies. ISBN: 0-7619-6505-X

Seale Clive 340; Researching society and culture. ISBN: 0-7619-5277-2

Silva Augusto Santos 570; Metodologia das ciências sociais

Silva, Augusto Santos  (1994) Entre a razão e o sentido. Porto: Afrontamento

Silverman David; Interpreting qualitative data. ISBN: 0-7619-6865-2

Santos Boaventura de Sousa; Um discurso sobre as ciências

Thomas, Gary (2011) How to do your Case Study. London: Sage

Torres, Leonor L. & Palhares, José A. (2014) Metodologia de Investigação em Ciências Sociais de Educação. Famalicão: Humus

Vieira, C. (2022). Temas, contextos e desafios da investigação qualitativa em educação. Coimbra: Imprensa da Universidade de Coimbra.

Wallerstein, Emmanuel (1996). Para abrir as ciências sociais. Lisboa: Fundação Calouste Gulbenkian. 


Complementary Bibliography 

Bardin, L. (2011). Análise de conteúdo (4^a). Edições 70.

Berger, Guy (1992). A investigação em educação: modelos sócio-epistemológicos e inserção institucional. Revista de Psicologia e de Ciências da Educação, 3-4, 23-36.

Menezes, I., Pais, S. C., Malafaia, C., & Ferreira, P. D. (2022). Métodos mistos : Da problematização ao que-fazer na investigação em Ciências Sociais e da Educação. In C. Vieira (Ed.), Temas, Contextos e Desafios da Investigação Qualitativa em Educação (pp. 0–2). Imprensa da Universidade de Coimbra. https://doi.org/https://doi.org/10.14195/978-989-26-2235-4_4

Seidman, I. (2006). Interviewing as qualitative research: A guide for researchers in education and the social sciences (3rd ed.). Teachers College Press.

Creswell, J. W. (1998). Qualitative inquiry & research design: Choosing among five approaches (2nd ed.). Sage Publications.

Gorard, S. (2013) Research Design. Creating a robust approaches for the Social Sciences. London: Sage.

Muijs, D. (2004). Quantitative research. In Doing quantitative research in education with SPSS. Sage Publications. https://doi.org/10.4324/9780203703588-9

Tashakkori, A., & Teddlie, C. (1998). Mixed methodology: combining qualitative and quantitative approaches. Sage.

Turner, S. F., Cardinal, L. B., & Burton, R. M. (2017). Research design for mixed methods: A triangulation-based framework and roadmap. Organizational Research Methods, 20(2), 243–267. https://doi.org/10.1177/1094428115610808

Vaughn, L. M., & Jacquez, F. (2020). Participatory research methods – Choice points in the research process. Journal of Participatory Research Methods, 1(1). https://doi.org/10.35844/001c.13244

White, P. (2009) Developing research questions: a guide for social scientists. London: Palgrave.