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RSE4801 - Research in Education
Assignment 6 (Contingency Assignment)
DUE 23 January 2026
A. Becoming an Educational Researcher
INTRODUCTION
Becoming an effective educational researcher requires the development of a set of
interrelated skills, personal qualities and scholarly dispositions that enable one to
engage meaningfully with complex educational problems. Educational research is not
merely the technical act of collecting and analysing data; it is an intellectual, ethical and
reflexive process shaped by the researcher’s reasoning, theoretical orientation, social
context, and methodological choices. Researchers must be able to interpret human
behaviour, classroom practices, inequalities, learning experiences and institutional
structures within broader socio-cultural realities.
This essay discusses the key skills and qualities required to become a competent
educational researcher and illustrates how these directly shape research design and
influence the final outcomes of any research project. Throughout the discussion, I
acknowledge how my own experiences and context help me interpret the readings and
align them with the expectations of the module.
1. Intellectual Curiosity and a Commitment to Lifelong Learning
An essential quality for any educational researcher is a strong sense of curiosity and a
commitment to systematic inquiry. Curiosity drives the researcher to ask meaningful
Disclaimer:
All materials are for study assistance only. We do not condone academic dishonesty. Use at your own risk.
We are not liable for any consequences arising from misuse.
Redistribution, resale, or sharing without permission is prohibited.
, questions about teaching, learning and educational processes. According to Creswell
(2018), research begins with a problem that the researcher genuinely wants to
understand, and such curiosity ensures sustained engagement throughout the research
cycle.
Within my own context as a student observing learning environments, I have found that
curiosity not only motivates the identification of relevant problems but also encourages
me to explore multiple perspectives rather than accept surface-level explanations. This
quality becomes the foundation for developing a research design that is driven by
purpose rather than convenience. A curious researcher, for instance, selects methods
that allow deeper insight into the chosen phenomenon, ensuring that the final outcomes
offer genuine educational value.
2. Critical Thinking and Analytical Reasoning
Critical thinking is another central skill for educational researchers. Nieuwenhuis (2016)
argues that research requires the ability to analyse arguments, evaluate evidence and
interrogate assumptions. In education, this becomes particularly important because
many theoretical claims and teaching practices are shaped by cultural norms, policy
pressures and historical inequalities. A researcher must therefore be able to examine
ideas critically and avoid accepting information uncritically simply because it appears
authoritative.
When designing a research project, critical thinking enables the researcher to select
appropriate literature, recognise gaps, justify methodological approaches and anticipate
possible limitations. For example, if a study focuses on literacy development, critical
thinking helps the researcher evaluate whether quantitative reading tests, qualitative
interviews with teachers, or classroom observations will best illuminate the
phenomenon. Through this process, the research design becomes defensible and
aligned with the nature of the problem. Critical thinking also shapes the final outcome of
Disclaimer:
All materials are for study assistance only. We do not condone academic dishonesty. Use at your own risk.
We are not liable for any consequences arising from misuse.
Redistribution, resale, or sharing without permission is prohibited.
SA's Home of Premium and Reliable Study Materials
RSE4801 - Research in Education
Assignment 6 (Contingency Assignment)
DUE 23 January 2026
A. Becoming an Educational Researcher
INTRODUCTION
Becoming an effective educational researcher requires the development of a set of
interrelated skills, personal qualities and scholarly dispositions that enable one to
engage meaningfully with complex educational problems. Educational research is not
merely the technical act of collecting and analysing data; it is an intellectual, ethical and
reflexive process shaped by the researcher’s reasoning, theoretical orientation, social
context, and methodological choices. Researchers must be able to interpret human
behaviour, classroom practices, inequalities, learning experiences and institutional
structures within broader socio-cultural realities.
This essay discusses the key skills and qualities required to become a competent
educational researcher and illustrates how these directly shape research design and
influence the final outcomes of any research project. Throughout the discussion, I
acknowledge how my own experiences and context help me interpret the readings and
align them with the expectations of the module.
1. Intellectual Curiosity and a Commitment to Lifelong Learning
An essential quality for any educational researcher is a strong sense of curiosity and a
commitment to systematic inquiry. Curiosity drives the researcher to ask meaningful
Disclaimer:
All materials are for study assistance only. We do not condone academic dishonesty. Use at your own risk.
We are not liable for any consequences arising from misuse.
Redistribution, resale, or sharing without permission is prohibited.
, questions about teaching, learning and educational processes. According to Creswell
(2018), research begins with a problem that the researcher genuinely wants to
understand, and such curiosity ensures sustained engagement throughout the research
cycle.
Within my own context as a student observing learning environments, I have found that
curiosity not only motivates the identification of relevant problems but also encourages
me to explore multiple perspectives rather than accept surface-level explanations. This
quality becomes the foundation for developing a research design that is driven by
purpose rather than convenience. A curious researcher, for instance, selects methods
that allow deeper insight into the chosen phenomenon, ensuring that the final outcomes
offer genuine educational value.
2. Critical Thinking and Analytical Reasoning
Critical thinking is another central skill for educational researchers. Nieuwenhuis (2016)
argues that research requires the ability to analyse arguments, evaluate evidence and
interrogate assumptions. In education, this becomes particularly important because
many theoretical claims and teaching practices are shaped by cultural norms, policy
pressures and historical inequalities. A researcher must therefore be able to examine
ideas critically and avoid accepting information uncritically simply because it appears
authoritative.
When designing a research project, critical thinking enables the researcher to select
appropriate literature, recognise gaps, justify methodological approaches and anticipate
possible limitations. For example, if a study focuses on literacy development, critical
thinking helps the researcher evaluate whether quantitative reading tests, qualitative
interviews with teachers, or classroom observations will best illuminate the
phenomenon. Through this process, the research design becomes defensible and
aligned with the nature of the problem. Critical thinking also shapes the final outcome of
Disclaimer:
All materials are for study assistance only. We do not condone academic dishonesty. Use at your own risk.
We are not liable for any consequences arising from misuse.
Redistribution, resale, or sharing without permission is prohibited.
