ТЕОРЕТИЧНІ ОСНОВИ ЗАСТОСУВАННЯ КОНТЕНТ-АНАЛІЗУ В ІСТОРИКО-ПЕДАГОГІЧНИХ ДОСЛІДЖЕННЯХ

Abstract

The article highlights importance of the historical pedagogical research for the deeper understanding of features and problems of the contemporary education and prediction of its subsequent development. It substantiates feasibility of a new format for the development of historical pedagogical problems based on the foundations of hermeneutics, application of different methods of textual interpretation, including content analysis. Considering this, the authors aim to cover specifics of the content analysis organizations and its uses in the historical pedagogical studies. Research of the scientists’ approaches to the definition of content analysis allowed them to treat I as a method of qualitative and quantitative analysis of the document’s contents, allowing for the deeper understanding of its extra-textual reality. Content analysis is applied to different physical data storages produced by people – books, magazines, newspapers, phonograms, audio and video recordings, photos, letters, records, journals of meetings, official documents. It varies depending on methods employed (quantitative, qualitative, computer analysis). Typical (classic) content analysis includes following stages: identification of the coding units, classification, operationalization (sample coding), coding, and quantification of the text. It was established, that content analysis method is widely applied in the psychological pedagogical research. The article provides examples of its application in the following spheres: study of motives, interests, core values of different population groups; support for rationale of the topic and prospects of the studies in this direction; establishment of the nature of basic concepts of pedagogy as science; study of the features of recipients through their messages, products etc. The article highlights that the historians of pedagogics use this method less frequently. However, spread of the mathematical methods in the historical pedagogical studies, need for objective interpretation of the written (textual) sources based on the standardized procedures calls for its wider implementation. The article defines requirements to the application of content analysis in the historical pedagogical research, defines stages of its setup and conduct, its uses (study of features of the national educational policies and their regional specifics; organizational forms and methods of teaching; relations between pedagogues and students on different historical stages; biographies of pedagogical persons; relations between social status and attitudes of the authors writing on particular pedagogical problems, specifics of their pedagogical ideas and conceptions etc.) together with the examples of this method’s appraisal by the researches. Keywords: content analysis; historical pedagogical research; specific features; directions.