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1.
This article outlines how I, as a primary teacher engaging with a self-study action research process, have come to a deeper understanding of my practice. It explains how I have also come to an understanding of why I work in the way I do; of how this understanding influences my work, and the significance of this new understanding. My work as a teacher frequently includes doing collaborative digital projects with my class. As I engaged in research on my practice, I initially experienced difficulties problematising this work. I struggled to achieve clarity not only with engaging in critical thinking but also with articulating my educational values. I found Mellor’s idea about ‘the struggle’ helpful as he explains how ‘the struggle’ is at the heart of the research process. My new understanding around these collaborative projects emerged in terms of holistic practice; clarifying my ontological values and learning to think critically. I am now generating an educational theory from my practice as I see my work as a process for developing spiritual and holistic approaches to learning and teaching. I conclude by outlining what I perceive to be the significance of my work and its potential implications for education. 相似文献
2.
Sara B. Woolf 《Educational Action Research》2020,28(4):579-596
ABSTRACT This study chronicles a semester long inquiry focused on the impacts of pedagogical strategies informed by the tenets of third space theory on my own practices and understanding of students’ learning outcomes in an action research course. As I applied new instructional strategies to promote discourse and critical inquiry, I reflexively explored how these approaches enhanced my impacts on students’ learning and praxis of action research. This paper first provides a brief introduction to third space theory and then describes how I infused this framework into my course approach, the different types of data collected and analyzed to gauge the impacts of new pedagogies, and findings that emerged. These are summarized in relation to the conditions that both undergirded and elevated students’ engagement, and directions for further research to advance the praxis of action research across teacher education contexts. 相似文献
3.
Kezang Sherab 《Educational Action Research》2013,21(2):164-184
This action research enquiry interrogates my own teaching practices in the context of new cultures of pedagogy in Bhutan. Teaching at the tertiary level for the last 11?years, I have realised that student engagement, particularly behavioural and cognitive engagement, has not been satisfactory. This motivated me to undertake an action enquiry to improve my teaching to engage student-teachers more in their own learning. The analysis of baseline survey data collected from a class of 29 final-year Bachelor of Education Primary pre-service student-teachers in a curriculum studies module confirmed three areas of concern about my capacity to encourage student engagement: lack of open communication in my classes, lack of care and concern, and inability to provide active learning opportunities. I implemented intervention strategies in my teaching to address these concerns. Ongoing data about the effectiveness of the intervention strategies were collected through observations of lessons by a critical friend and by maintaining a self-reflective diary. Post-intervention data were gathered using the same questionnaire, through interviews conducted by a critical friend with four randomly selected student-teachers and research diaries. I have noticed measurable improvement in all three areas of concern that facilitated enhancement of both behavioural and cognitive engagements of student-teachers. However, I also realise that there is still room for improvement in the areas of motivating students to change their mindset about activity-based teaching and the need for me to show more interest in their personal and professional problems. 相似文献
4.
《Ethnography and Education》2013,8(3):373-386
Ethnography is a prominent research methodology in the recent times. It is popular not only in the field of Anthropology but also in many other social sciences. My doctorate thesis was also conducted through an ethnographic study examining the ways in which young Muslims of Indonesian background living in Australia construct their identity. In this article, however, I would present a small part of the thesis, in which the methodology will be examined thoroughly. I scrutinise complexities in conducting my ethnographic study and their solutions. In this article, I raise a debate on my research positioning and describe rigorous data interpretation. I also triangulate methods of data collections as a way to improve research quality. In the article, I justify that reflexivity is a strategy to minimise research subjectivities. The challenges and advantages of being a ‘halfie’ researcher will be also explored in this article. 相似文献
5.
赵娴 《南阳师范学院学报》2007,6(5):70-73
本文就近来非物质文化遗产保护和各地申报世界文化遗产的多样化以及人们对考古、文化遗产、各类史学包括音乐史学的关注，本人结合近几年对音乐史学的研究，从中国古代乐器的形成与当时的生产力相适应、政治与社会制度相对应、与文学作品相呼应等方面进行了论述，以期达到人们对历史的探究，挖掘一个较为明晰的方法，起到一个抛砖引玉之作用。 相似文献
6.
Patricia Hinchey 《Teaching Education》2013,24(2):111-118
In this article, I offer a case of the predicaments I encountered in conducting teacher education research at my own institution and re‐examine these predicaments using an ethic of mindfulness and compassion. I explore how this Buddhist perspective might help researchers navigate what can be a lonely, ethically complicated research journey among their own colleagues. Based on this analysis, I propose that an ethic of mindfulness and compassion holds potential for guiding teacher education research and challenging researchers to see differently. I argue that conducting teacher education research using the lenses of mindfulness and compassion might propel social change aimed at increasing educational and social opportunity for all people and, in doing so, further the hope for justice in our relationships, teaching, and research. 相似文献
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Liz Chesworth 《International journal of qualitative studies in education》2013,26(9):851-862
AbstractThis article contests the emphasis that is frequently placed upon child-friendly methods in research with young children. Focusing upon a series of research encounters from a doctoral study of play in an early years classroom, I examine my interactions with the children and their social and material worlds and draw upon these encounters to highlight some emergent and unpredictable elements of research with young children. I argue that these elements call for a decreased emphasis upon the implementation of method towards an openness to uncertainty and an ethical responsiveness to the researcher’s relations with children and their everyday lives. An ethical responsiveness to uncertainty has implications throughout the research process, including through the ways in which we choose to read, interpret and present the data. This article offers original contributions to contemporary debates regarding what might become possible when uncertainty is acknowledged and embraced in research with young children. 相似文献
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Brad Hampson 《Research in Science Education》2000,30(3):269-287
The benefits for a teacher in researching their own classroom have been well documented, but few reports have focused on how
teachers make sense of what they see and hear during open-ended technology construction projects. This interpretive study
has such a focus. It traces aspects of my learning trajectory as a teacher researcher in my Year Six classrooms, and aspects
of improved classroom outcomes. In narrative voice I describe how my initial thinking about the building of acceptable scientific
knowledge is modified through exploring the research literature and the strength of my students' ideas. My interpretation
of videotape data of the collaboration process within group learning identifies the social dynamics which can influence the
evolving nature of student's ideas in designing engineering structures. I describe how this research experience has influenced
my planning and interaction with my students in the process of helping them to construct viable scientific knowledge. 相似文献
11.
《Ethnography and Education》2013,8(2):153-166
This article uses the notion of a ‘sensitising concept’ in order to understand insider and outsider dynamics in cross-organisational field research. The analysis is based on a study of learning and innovation in the social and health care educations in Denmark. As these educations combine classroom training and workplace internships, the students and educators frequently cross organisational boundaries as part of their training and educating. In my attempt to understand the boundaries as learning and innovation resources, I reflect on my own shifting insider and outsider positions as a field researcher. It is argued that the researcher's experience of changing insiderness and outsiderness in cross-organisational field studies can serve as a starting point from where to investigate emotional and material aspects of boundary-crossing. 相似文献
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Mehdi Razzaghi 《PRIMUS》2017,27(4-5):517-525
AbstractUndergraduate research has become the centerpiece of many institutions of higher education’s efforts to attract and recruit high school graduates. Since 1987, throughout my tenure at Bloomsburg University, I have involved over 20 students in my research. In my experience, there is clear evidence that students of mathematics substantially benefit if they engage in research during their undergraduate studies. Whether the student plans to apply for employment after graduation or continue with graduate studies, the undergraduate research experience has a tremendous effect on the student’s success. In this paper, I will provide some personal insight on my experience in working with undergraduate students. In most cases, my experience has been in working with one student on a long term (one semester or mostly year-long) research problems. I will discuss my approach to identifying students, the type of projects, providing guidance, and finally the challenges that we face in supervising undergraduate research. To exemplify, emphasis will be placed on the status of a recent 1-year research project, which was funded by the Pennsylvania State System of Higher Education, and a senior undergraduate student worked on it for one year. 相似文献
14.
Anita Reardon 《The International Journal of Art & Design Education》2012,31(2):127-139
This article shares my experience as a doctoral student researching within the domain of art and design education. This is a professional doctorate bringing together my experience as an educator and that of researcher where boundaries between education and social science research disciplines cross. My research paradigm is situated within critical theory. It is an interpretive hermeneutic study where I am cast as a participant ethnographer. At the time of writing I wanted to make known the issues and tensions that I encountered with research protocols, such as permissions mechanisms and ethical gatekeepers. These tensions I still perceive as confining, but more significantly, I realise that knowing and understanding research methodology is key to achieving creative and unpredictable research practice. This article is, therefore, focused on my journey to discover a research methodology that enables me to use a creative voice. By this I mean a method by which I can develop a writing style that articulates my practice that enables me in the construction and reporting of my research analysis to fully capitalise on my reflexive self. I have referenced papers produced by others at the time of writing their doctoral thesis and have found this enlightening. This is my contribution. 相似文献
15.
Guida de Abreu 《Educational Studies in Mathematics》2000,41(1):1-29
In this paper I attempt to clarify how the relationship between macro and micro social contexts has been addressed in the Vygotskian and Neo-Piagetian approaches to learning. For each approach I look at how key scholars (Cole, 1977; Perret-Clermont, Perret and Bell, 1991) come to view context as central to their theories of cognitive development. In order to illustrate my review of the dominant strands of empirical research I refer to studies that focus on the uses, learning and understanding of mathematics. I start the paper with the socio-cultural Vygotskian approach. This is closely associated with my own research into the relationship between culture and learning. Not surprisingly, I find biases in this body of research in terms of the macro and micro features of contexts which were analysed. In an attempt to gain insights into alternative ways of conceptualising these relationships I explore work which has adopted a socio-psychological approach. In the final part of the paper I discuss how these insights can be used to broaden our basis for studying interactions in the mathematics classroom and conclude by relating my ideas to new developments in socio-cultural theory.This revised version was published online in September 2005 with corrections to the Cover Date. 相似文献
16.
Katrina E. Jones 《Studying Teacher Education》2015,11(2):143-163
The goal of this research is to examine how implementing a new pedagogical structure, Academic Choice, informs my understanding of my students as learners and individuals. Using a self-study methodology over the course of eight working sessions in my Kindergarten classroom, I collected multiple forms of qualitative data, including student work samples, focal student observations, structured interviews, and research journal entries containing my own reflections as well as notes on consultations with critical friends. These data were analyzed inductively by connecting observations and patterns from across these sources. Findings indicated that providing a choice in content allowed struggling students to self-differentiate, that one-on-one interactions were essential to understanding a student's choice and work process, and that advanced students needed support to challenge themselves. Furthermore, I found that developmental stage, time allotted for working, and social construction of knowledge were important factors to consider in structuring these working sessions. 相似文献
17.
The authors in this special issue focus on race focusing and reimaging research. In this commentary, I acknowledge the importance of their contributions to the field of educational psychology by highlighting the authors; 1) creative focus on important problems, 2) thoughtful use of research methods and methodologies with attention to rigor, and 3) acknowledgement of the importance of social historical contexts for researchers. In addition, I present my thoughts on some of the challenges moving forward for researchers who focus on race focusing and reimaging inquiry in educational psychology. 相似文献
18.
Margaret Ledwith 《Educational Action Research》2013,21(4):597-611
This paper engages with some of the specific issues that challenge critical practice. My argument is related to the Carr and Kemmis debate on ‘staying critical’ and to ideas expressed in my current book, Community Development: A Critical Approach. I refer to critical practice as any practice that has a transformative social justice intention, and which happens in a range of contexts from grassroots community activism to more institutionalised settings, such as hospitals or schools. My own professional base is community development, and this paper is founded on emancipatory action research developed over many years in grassroots practice. It is my view that emancipatory action research, committed to the practice of social justice, with the intention of bringing about social change, is a necessary component of critical practice. In fact, I would go so far as to say that emancipatory action research is the glue that binds critical praxis in a unity of theory and action. However, all too often collective action for change is not followed through to its greatest potential, and practice remains contextualised in the immediate, local and specific without making critical connections with the structural roots of oppression from which inequalities emanate. The result is that we constantly fixate on symptoms, and leave the root causes free to perpetuate oppressions. At the same time, we find ourselves in a globalised world marked by intensifying social divisions. So, it is my intention to raise a few issues which present challenges to get beyond sticking points in critical practice as we face times in which there is an accelerating urgency to ‘become critical’. 相似文献
19.
Neila Miled 《Ethnography and Education》2019,14(1):1-15
As a Muslim researcher conducting a critical ethnography about/with/for Muslim youth and their school experiences, at this time of intensified Islamophobia and overwhelming discourses of hate against Muslims, the boundaries of the personal and the academic become blurry and confusing. This paper emerges from my subjective/academic experiences as a Muslim researcher, and my reflections on reflexivity, positionality and representation while conducting my ethnographic research in a high-school setting with Muslim youth. In this paper, I present a review of the different concepts of critical ethnography that are framing my research decisions and I highlight the complexity of the insider/outsider positionality for a Muslim researcher doing research with Muslim youth and the intersections of religion, gender, class, ethnicity and age in positioning her in the field. The paper presents different ethical dilemmas that I have encountered during the first six months of my fieldwork. 相似文献
20.
Alison Lea Shields 《The International Journal of Art & Design Education》2019,38(3):659-669
This article examines the role of spending time with others in and through artistic research and practice. I draw from my doctoral work which took me on a cross‐Canada journey visiting 125 artists in their studios. Following the studio visits, I made a series of paintings of artists’ studios, however a year later these same paintings were cut up and rearranged to create collaborative studio assemblages on the walls of the Tate Exchange Gallery in Liverpool. Drawing on the metaphor of a never‐ending‐painting to examine never‐ending pedagogies, this article examines the evolution of this project through three iterations of the studio paintings. With each iteration, I explore different ways of knowing others through making thus proposing the performative and relational qualities of artistic research. The first iteration allowed me to spend time with artists even in their absence, as I engaged with our conversations through painting their studios, thus blurring the lines between solitary and social art practices. The second iteration allowed me to give up my art to others through asking them to create collages with fragments of my studio paintings. And the third iteration allowed my work to merge with other arts‐based researchers. Through this process, I propose that making art allows for multiple conversations to emerge through spending time getting to know others through art making. 相似文献