International Journal of Cognitive Research in Science, Engineering and Education (IJCRSEE)

IJCRSEE Editorial Team; Danijela  Milošević; Jelena Maksimović

doi:10.23947/2334-8496-2020-8-3-155-162

Authors

Danijela Milošević University of Niš, Faculty of Philosophy, Department of Pedagogy, Niš, Serbia https://orcid.org/0000-0001-9612-8807
Jelena Maksimović University of Niš, Faculty of Philosophy, Department of Pedagogy, Niš, Serbia https://orcid.org/0000-0001-8356-0211

DOI:

https://doi.org/10.23947/2334-8496-2020-8-3-155-162

Keywords:

epistemology of comparative research, comparative pedagogy, quantitative methodological approach, qualitative methodological approach, education systems

Abstract

Research interest in the comparison of education systems emerged parallel with the study of social development and the general globalization of social resources. The contemporary context of research discourse puts researchers in a position of necessary collaboration and partnership, with a special emphasis on the comparative analysis of educational phenomena. The aim of this study is the analysis of the theoretical understandings of the role of comparative research in the cognition of pedagogical phenomena as well as the transformation of the comparative methodological apparatus in the contemporary context. The research tasks are aimed at analyzing the historical development of comparative research, epistemology, the function of comparative research in pedagogy, as well as its importance in pedagogy. The importance of developing pluralism in the methodological approach of comparative research is emphasized in order to strengthen research capacities for its future development in pedagogical sciences. The study relies on the historical method and the method of source content analysis.

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