Abstract
This paper discusses the meaning and effect of social connectedness in the process of the research storytelling. It will start by arguing that the social aspect of the qualitative research is directly affected by the philosophical underpinnings of the researcher which, in turn, influences the paradigm tradition the research situates itself in. Following this debate, a research scenario will be presented where the reader will be taken on a journey from the issue, aims and purpose to the design, methodology, method and ethical considerations. This journey will highlight how the social constructionism theoretical framework permeates through all the decisions that have been made during the research design, implementation, analysis and the final stages. Keywords: social constructionism, connections, collaboration, action research DOI: 10.7176/JEP/12-10-13 Publication date: April 30 th 2021
Highlights
This study was carried out in a Maltese state primary school context
Recent educational reforms across the sectors and cycles of education have been, and are still, taking place in shifting from prescriptive syllabi to a learning outcomes approach based with a more balanced assessment approach combination of on-going continuous and summative end-of-year assessment. Within this set of reforms, the change to the learning outcomes was preceded by a new national curriculum emphasizing on a student-centred approach whilst encouraging the use of assessment for learning (Ministry of Education and Employment, 2012)
It is in this light that the research scenario has investigated the beliefs of prospective users of Afl
Summary
This study was carried out in a Maltese state primary school context. Malta has three education sectors under the responsibility of the Ministry For Education (MFED), namely, the state, the non-state Secretariat For Catholic Education and the non-state Private Independent. Recent educational reforms across the sectors and cycles of education have been, and are still, taking place in shifting from prescriptive syllabi to a learning outcomes approach based with a more balanced assessment approach combination of on-going continuous and summative end-of-year assessment. Within this set of reforms, the change to the learning outcomes was preceded by a new national curriculum emphasizing on a student-centred approach whilst encouraging the use of assessment for learning (Ministry of Education and Employment, 2012). The aim of this paper is not the research itself but the degree and intersection of the social element within the entire research design
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