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Moving on from interpretivism: an argument for constructivist evaluation.

E Walker¹, B J Dewar

¹Department of Health and Nursing, Queen Margaret University College, Edinburgh, Scotland. Scotland.

Journal of Advanced Nursing

|September 30, 2000

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This study argues for constructivist evaluation in work-based learning research. It suggests collaborative, change-oriented approaches empower professionals to advance their own practice.

Area of Science:

Educational Research
Program Evaluation
Work-Based Learning

Background:

Traditional interpretivist research in evaluations can create barriers to change due to researcher-participant role separation.
The perceived threat of evaluation can negatively impact inquiry and learning processes.
Separation of roles in research can hinder practice development.

Purpose of the Study:

To critique the limitations of interpretivist approaches in evaluation research.
To advocate for a constructivist evaluation framework for work-based learning.
To explore how evaluation can foster professional learning and practice development.

Main Methods:

Analysis of research processes within a work-based learning evaluation.
Illustration of issues using evaluation findings.

Related Experiment Videos

Discussion of role separation consequences in research.

Main Results:

Interpretivist research can create a divide between researchers and participants, hindering progress.
Perceptions of research can act as significant barriers to implementing desired changes.
The separation of roles has direct consequences for the development of professional practice.

Conclusions:

Evaluation research should prioritize collaboration between researchers and participants.
An approach oriented towards change is crucial for effective evaluation.
The evaluation process itself should be viewed as a learning opportunity for professionals to enhance their practice.