The Role Played by Theory in Doctoral Research and Education

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Table of Contents

Using theory to make informed research decisions and thoughts
Brookfield strategy that I would first like to develop in my habits
References

Doctoral education and research studies are purposely intended to add some value to the amassed body of knowledge. Despite the various definitions of a theory, developing a particular theory starts from having speculations and ends up with grounded models and explanations. Thus, to develop a theory in doctoral research an individual must focus on advancing an existing theory and not just starting from scratch (Wright, 2008). Since doctoral students have applied researchers they must focus on using and applying theories that identify correlations, concepts, constructs, and variables that will probably generate practically important results. Therefore, when making final analysis in doctoral education and research the roles of the chosen theory will include:

Acting as a medium used to incorporate prior knowledge and research studies
Offering conceptual frameworks for doctoral research studies
Linking doctoral education and researches to the existing body of literature specifically in the selected area that the researcher intends to conduct the research

Using theory to make informed research decisions and thoughts

While conducting educational research studies the decisions made and how the researcher thinks must be informed by theory. The quality of a research study is perceived to ensue from the type of theories that the researcher used to draw their findings from. For instance, in any educational research study the researcher is expected to properly frame the research questions, make informed analysis and promote reflexivity on the relevance and significance of the research study. However, all these cannot be done without drawing on a particular theory to make informed decisions and what the researcher thinks. This implies that the selected theory can help the researcher to generate research questions and agendas (Wright, 2008). Asking the political, communicative, experiential and epistemological research questions is only possible when a researcher makes informed decisions and thoughts based on theory (Brookfield, 1995).

The appraisals of various research studies revolve around the purpose and quality of the conducted research. The motivating factor surrounding education research assessment discussion is the theory used by the researcher to make informed opinions. The usefulness of any given research is founded on the value and robustness of the theoretical framework used by the researcher to make final research judgments, conclusions and recommendations. Further, educational research discussions are usually deliberations on theories where ontological and epistemological positions are occasionally not made and sometimes made explicit (Brookfield, 1995). Thus, to address the four questions concerning the materials being read by the researcher before embarking on the actual research process it is important for the researcher to use theory to make informed research decisions and thoughts. This is because research studies grounded on theories are considered valid (Wright, 2008).

Brookfield strategy that I would first like to develop in my habits

From the five strategies that Brookfield (1995) used to detail how reading a theory might help a researcher to decisively engage in reflection, I would prefer developing the second strategy which relates to breaking the familiarity circle. Basically, study literature might assist me to overcome the traps of isolation and relativism that are always apparent in research studies. In fact, reading is amongst the various ways through which a researcher like me could get the practically theoretical illumination any moment. I believe that through studying theories, activities and ideas which emerge from conditions outside my practicing circles I will gain insights into my work features that are more generic and those which are context specific. Since I am embedded in our contexts, histories and cultures I would like to develop this strategy first in my habits to avoid slipping into the generalization habit and adhere to the particulars. That is, developing this strategy will productively help me to suggest various ways of doing my work as well as the unknown interpretation of the well-known events (Brookfield, 1995).

References

Brookfield, S. D. (1995). Storming the citadel: Reading theory critically. In Becoming a Critically Reflective Teacher (pp.185-206). San Francisco, CA: Jossey-Bass.

Wright, J. (2008). Reframing quality and impact: The place of theory in education research. Australian Educational Researcher, 35(1), 1-16.

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The Role Played by Theory in Doctoral Research and Education

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