Recenzja: Robert Kreitz, Ingried Miethe, Anja Tervooren (red.), Theorien in der qualitativen Bildungsforschung – Qualitative Bildungsforschung als Theoriegenerierung, Opladen Berlin Toronto 2016, Verlag Barbara Budrich, ss. 256

Danuta Urbaniak-Zając

doi:10.18778/2450-4491.12.18

Review: Robert Kreitz, Ingried Miethe, Anja Tervooren (eds.), Theorien in der qualitativen Bildungsforschung – Qualitative Bildungsforschung als Theoriegenerierung, Opladen Berlin Toronto 2016, Verlag Barbara Budrich, pp. 256

Authors

Danuta Urbaniak-Zając Uniwersytet Łódzki https://orcid.org/0000-0001-7031-744X

DOI:

https://doi.org/10.18778/2450-4491.12.18

Keywords:

qualitative research, biographical research, Bildung, theory in empirical research

Abstract

The text is a review of a monograph edited by Robert Kreitz, Ingried Miethe and Anja Tervooren, published by Kommision für qualitative Bildungs- und Biographieforschung Deutsche Gesellschaft für Erziehungswissenschaf. The 12 articles included in the book concern: 1) empirical consequences of theoretical positions taken by researchers; 2) theoretical innovations in qualitative research; 3) innovations in research methodology resulting from theoretical orientations.

Author Biography

Danuta Urbaniak-Zając, Uniwersytet Łódzki

Urbaniak-Zając, Danuta – professor of social sciences. She works at the University of Lodz, heading the Department of Educational Research at the Faculty of Educational Sciences. Main research interests are the methodology of empirical research, the theory of social pedagogy, and the professionalization of professional activities of pedagogues. Recently, she published the book W poszukiwaniu teorii działania profesjonalnego pedagogów. Badania rekonstrukcyjne (In Search of a Theory of the Activities of Professional Pedagogues. Reconstructive Studies) (2016).

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Published

2021-06-14

How to Cite

Urbaniak-Zając, D. (2021). Review: Robert Kreitz, Ingried Miethe, Anja Tervooren (eds.), Theorien in der qualitativen Bildungsforschung – Qualitative Bildungsforschung als Theoriegenerierung, Opladen Berlin Toronto 2016, Verlag Barbara Budrich, pp. 256. Nauki O Wychowaniu. Studia Interdyscyplinarne, 12(1), 277–284. https://doi.org/10.18778/2450-4491.12.18