The scientific monograph ('A Written Record of Live Storytelling') brings the basic theory and methodological procedures for field documentation, transcription and research of narrative folklore. It ...addresses threeContext, Texture and Transcoding of Stories Told Live by Tina Kravanja from Bavšica” brings the basic theory and methodological procedures for field documentation, transcription and research of narrative folklore. It addresses three levels of a folklore event – context, texture, and text – in the narration of folklore stories. Each level, especially context, is further enhanced with the theoretical findings derived from the author's own field work, e.g. defining storytelling meeting as alternation of stories, told in more artistic expression, and of linking texts told in an everyday. Linking texts are important cohesive ties of storytelling event as whole. The book also deals with defining of six roles of the participants who influence the course of storytelling event, etc. The monograph also attempts to solve the problem of putting down oral stories onto paper. To preserve as much information as possible, it proposes transcription as well as transcoding with the help of accurate phonetic transcription, concurrent notes on the texture, and a description of the context. The methods are explained with the phonetic transcription of 22 stories told by Tina Kravanja from Bavšica during a single field visit.
Več je bilo vzrokov za to, da je v povojnem obdobju primanjkovalo izobraženih ljudi. Država je načrtno in pospešeno razvijala industrijo, zato je primanjkovalo kvalificiranih delavcev. Vojno obdobje ...je marsikomu preprečilo dokončanje šolanja. Poleg tega so bili izobraženci pogostejše žrtve vojne kot preostalo prebivalstvo. Zato je bilo na zavodih za zaposlovanje povpraševanje po usposobljenih delavcih večje kot ponudba. Posledično se je izobraževanje odraslih v praksi hitro razvijalo. Praktiki so iskali strokovno podporo in ustrezno literaturo. Leta 1956 so v Zagrebu na Filozofski fakulteti uvedli v okviru študija pedagogike prva predavanja andragogike v takratni Jugoslaviji. Profesor Mihajlo Ogrizović kot nosilec predmeta je študij v naslednjih letih podprl z objavo prvih knjig s področja andragogike: Metode obrazovanja odraslih in Problemi andragogije. Leta 1960 je nastala katedra za andragogiko na Filozofski fakulteti v Beogradu (profesorja Dušan Savičević in Borivoj Samolovčev). Za raziskovanje na področju izobraževanja odraslih sem se odločila med službovanjem na Inštitutu za sociologijo (1967), ko sem se pridružila takrat pri nas prvi mednarodni komparativni raziskavi Izobraževanje odraslih, socialna mobilnost in družbena participacija. S predavanji obče andragogike in andragoške didaktike smo v Ljubljani začeli leta 1972 na Oddelku za pedagogiko Filozofske fakultete. Leta 1976 je študij andragogike postal ena od študijskih smeri na oddelku. V študijskem letu 1993/94 smo uvedli samostojni enopredmetni študij andragogike. Ministrstvo za šolstvo in šport je novi študijski program potrdilo v okviru evropskega projekta Tempus. Na oblikovanje študijskih programov so vplivali najbolj znani inštituti in oddelki za izobraževanje odraslih v razvitem svetu (Oddelek za andragogiko Univerze v Montrealu, Evropski Bureau for Adult education v Londonu, Wellington College v Oxfordu, Institute for Andragology v Amsterdamu, Oddelek za andragogiko Karlove univerze v Pragi itd.). To nam je zagotavljalo, da je študij na mednarodni ravni. Enoletna postdoktorska specializacija na Inštitutu v Torontu (1971) je priprave na predavanja dokončno zaokrožila. Strokovna in znanstvena literatura iz andragogike se je pomnožila. Andragogika je dobila svoje mesto v nacionalnem raziskovalnem programu. Vzporedno smo raziskovali v mednarodnih raziskavah prek UNESCA, ICAE (International Council for Adult Education) in projektov EU. Študij andragogike se je ponovno preoblikoval v okviru bolonjske reforme visokega šolstva v zadnjih letih.
The current contribution focuses on evaluation research as a process of learning and development for practice, by looking at conditions of collaboration between practice and research in two examples. ...We exemplify that learning from evaluation in complex programme settings is related to the nature of the collaboration between social work agencies and researchers. Findings are based on two similar cases of evaluation research for interagency collaboration in Germany and Slovenia. Results show that a symbiotic collaboration between research and practice enhances the learning and development potential for practice, but also that the balance between organizing the collaboration process and leaving room for experimental and ad hoc decisions needs to be guarded. Both advantages and disadvantages of planning and stability need to be taken into account when doing practitioner evaluation research.
The instruments of qualitative methodology are certainly one of the 20th century’s greatest achievements among the different research methods in the humanities and social sciences, especially among ...those that deal with the discourse and world view of the other – the informant, his or her verbal, visual and other messages. In this period several important reflections on the forms and limits of research practice took place: reflections on the informant and the images and theories of the world with which he or she lives and co-creates his or her life~on the ways and means of recording and translating statements or field information into a language that is understandable to academic circles and the interested public~and last but not least, reflections on the researcher’s world view with and through which he or she interprets and attempts to understand the culture of the other.
At a time when crucial questions concerning the nature of early childhood and early childhood education are being increasingly examined worldwide, an exploration of the issues, priorities, and ...methodologies of research in early childhood education may provide valuable material for debate. This book focuses on research in early childhood education in eight European countries, providing an overview of the field, information on researchers, where findings are published, their impact on the field, levels of research funding, and links between researchers. The book also highlights the main research agendas of each country and contains a chapter discussing the strengths and weaknesses of comparative research. The chapters are: (1) "Introduction: Researching Early Childhood Education in Europe" (Tricia David); (2) "Comparative Research: A Way Forward?" (Helen Penn); (3) "Early Childhood Education Research in Denmark" (Stig Brostrom and Karin Vilien); (4) "Early Childhood Education Research in France" (Sylvie Rayna and Eric Plaisance); (5) "Early Childhood Education Research in Greece" (Alkistis Kondoyianni); (6) "Early Educational Research in Ireland" (Noirin Hayes); (7) "Young Children Learning: Research in Poland" (Malgorzata Karwowska-Struczyk); (8) "Early Childhood Education: Research in Spain" (Teresa Aguado and Rosario Jimenez Frias); (9) "Positions in Swedish Child Pedagogical Research" (Ulla Lind); and (10) "From Child Development to the Development of Early Education Research: The UK Scene" (Tricia David). Each chapter contains references. (KB)
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