John Loughran
Faculty of Education
Monash University
Australia
Abstract
This paper sets out to examine the nature quality in qualitative research and how it is conceptualised within the educational research community. By recognising and responding to some of the ‘traditional’ criticisms of qualitative research a case is developed for understanding how this work might be viewed in light of other research and reporting traditions.
The manner in which research is conceptualised along with the resultant development of knowledge is most important in understanding the quality of research, therefore, understanding ways in which knowledge is developed, who it is for and what purpose it serves must be carefully considered. This paper then outlines a number of principles of quality through considerations of outcomes of action research and teacher research and examines these in light of the author’s experiences in documenting and learning through his own research practice.
The paper then builds on and extends our understanding of the work of action research and teacher research in ways that might challenge some of the misconceptions or superficial views about such qualitative studies. Through an examination of this situation, suggestions of criteria for quality are then tested against the particular situation of teaching and learning that the author has outlined.