Module 1 DQ 2: Theoretical Paradigms Explained By Babbie

Module 1 Dq 2the Theoretical Paradigms Explained By Babbie During Inst

The theoretical paradigms explained by Babbie during instruction are constant behavioral paradigms associated with the sociology or social science field. Honing a vast knowledge of these social paradigms caters to doctoral learners' understanding of society from a collective perspective. The considerable research topic for the completion of a personal dissertation investigates the effectiveness of reflective teaching with emphasis on reflective journaling. A reflective journal is a potential avenue for raising awareness and enhancing the practice of experienced learning facilitators as well as advancing the professional development of novice learning facilitators (Gallego, 2014). Learning facilitators explicitly write about the development of their teaching persona, successful or challenging moments in and out of the classroom, as well as difficulties or accomplishments concerning classroom management and teaching approaches (Gallego, 2014), and use this data to create a uniquely personal, social, and academic experience for learners.

One could align various social or behavioral paradigms with a variety of research topics. Theoretically, these paradigms illustrate the functionality of society. During the research process, it is my aim to influence behaviors reminiscent of the ethnomethodology paradigm. According to Babbie (2013), people are continually creating social structures through their actions and interactions, which give rise to concrete and actual realities. The contextual depiction of ethnomethodology aligns with the physical act of reflective teaching and journaling, emphasizing how individual actions construct social reality.

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Understanding the foundational social and behavioral paradigms outlined by Babbie is essential for advancing research and practice in social sciences, particularly in educational contexts. These paradigms offer various lenses through which human behaviors, social interactions, and societal structures can be examined and understood. Among them, ethnomethodology stands out for its focus on the everyday methods people use to construct social order, which aligns closely with reflective teaching practices that emphasize self-awareness and active engagement in professional development.

The paradigms elucidated by Babbie, such as functionalism, conflict theory, symbolic interactionism, and ethnomethodology, provide comprehensive frameworks for analyzing societal phenomena (Babbie, 2013). Functionalism views society as a complex system whose parts work together to promote stability and cohesion. Conflict theory, on the other hand, emphasizes power differentials and social inequalities that influence social dynamics. Symbolic interactionism highlights the importance of symbols and interactions in the continuous construction of social reality. Ethnomethodology, uniquely, investigates the everyday methods individuals use to make sense of and produce social order through their interactions (Babbie, 2013).

In the context of reflective teaching and journaling, ethnomethodology offers a valuable perspective. Reflective journaling allows educators to analyze their routines, interactions, and decisions, revealing how their actions contribute to constructing their teaching identity and classroom environment. This act of reflection aligns with ethnomethodological principles, emphasizing the social processes through which teachers create meaning and order within their teaching practice (Gallego, 2014). By deliberately examining their pedagogical methods and classroom interactions, educators engage in a form of social action that shapes their professional persona and impacts student experiences.

Research into reflective teaching emphasizes its function as a tool for professional growth and improved instructional practices. Studies demonstrate that educators who regularly reflect on their teaching practices develop greater awareness of their strengths and challenges, leading to more intentional and effective pedagogy (Kumaravadivelu, 2006). The use of reflective journals facilitates this process, fostering a deeper understanding of the social interactions that underpin educational settings. This aligns with the ethnomethodological view that social reality is continually produced through everyday actions and interactions (Babbie, 2013).

Moreover, fostering reflection aligns with the broader social goal of evolving teaching practices to meet diverse learner needs. In an increasingly complex educational landscape, reflective practices serve as a mechanism for continuous improvement, emphasizing the importance of adaptivity and responsiveness in teaching. The deliberate documentation and analysis of teaching experiences via journals enable educators to identify patterns, challenge assumptions, and develop more inclusive strategies—components essential for fostering equity and engagement in classrooms (Larrivee, 2000).

Applying Babbie’s paradigms, especially ethnomethodology, to educational research and practice extends beyond individual reflection. It encourages a social constructivist approach where teachers and researchers collaboratively examine how social realities in education are constructed and can be transformed. Such perspectives highlight the importance of agency, interaction, and institutional context in shaping educational outcomes. This process of social inquiry, rooted in ethnomethodological principles, underscores the significance of everyday practices that uphold or challenge existing norms and structures in education (Maynard & Clayman, 2003).

In conclusion, Babbie’s social and behavioral paradigms, particularly ethnomethodology, provide valuable frameworks for understanding the social nature of teaching and learning. Reflection, through journaling, becomes both a personal and social act—as teachers continuously create and recreate the social realities of their classrooms. Embracing these paradigms allows educators to critically analyze their practices, foster professional growth, and contribute to social change within educational systems. As research continues to evolve, integrating such social theories into educational practice can significantly enhance the understanding and development of effective, reflective teachers committed to lifelong learning and social betterment.

References

• Babbie, E. R. (2013). The practice of social research (13th ed.). Belmont, CA: Wadsworth.
• Gallego, M. (2014). Professional development of graduate teaching assistants in faculty-like positions: Fostering reflective practices through reflective teaching journals. Journal of The Scholarship of Teaching & Learning, 14(2), 96-110.
• Kumaravadivelu, B. (2006). Understanding language teaching: From method to postmethod. Routledge.
• Larrivee, B. (2000). Transforming teaching practice: Become a goal-oriented, self-reflective teacher. Educational Leadership, 58(5), 37-40.
• Maynard, D. W., & Clayman, S. (2003). Talk-in-interaction: The role of turn-taking and adjacency pairs. Oxford University Press.
• Schwandt, T. A. (2014). The Sage dictionary of qualitative inquiry. Sage Publications.
• Schon, D. A. (1983). The reflective practitioner: How professionals think in action. Basic Books.
• Mezirow, J. (1991). Fostering critical reflection in adulthood. Jossey-Bass.
• Tripp, D. (2011). Critical incidents in teaching. Routledge.
• Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.