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1.
Dissidence,difference and diversity in action research 总被引：1，自引：1，他引：0
Marion Dadds 《Educational Action Research》2013,21(2):265-282
This article served two purposes. First and foremost, it gave the author an opportunity to re-visit, and acknowledge, some ways in which her professional relationship with John Elliott and other professional friends influenced her work in action research. Second, it enabled the author to revisit current ideas held in two areas of interest that have, over the years, grown out of departure from, as well as identification with, John's own work. The first relates to the personal and emotional dimensions of theory in action research and the second, to issues of methodological creativity. In re-visiting these two areas of interest, the author tries to synthesise them in a new way in order to explore the connections between the personal, the emotional and the innovative in action research methodology. In this, the article attempts to link issues related to the ‘I’ of the action researcher with the ‘we’ of the collaborative research group. It is argued that our ‘self’ is implicated deeply in action research methodology, whatever form that might take. The emotional and social climate in which the ‘I’ operates is consequential. This means that we need to take a holistic view of the action researcher as person, and of collaborative colleagues as enablers and supporters, if we are to optimise the powers that can be brought to the process of enquiry and change. The article also tries to be ‘true’ to the notion that one's ideas, theories and work are shaped by what Wayne Booth calls ‘the company we keep’. 相似文献
2.
In higher education, despite the emphasis on student-centred pedagogical approaches, undergraduate research methods pedagogy remains surprisingly teacher-directed. Consequently, it may lead to research methods students assuming that becoming a researcher involves gathering information rather than it being a continuous developmental process. To combat this idea, a reflective student-centred pedagogical approach is evaluated for encouraging students’ development as researchers. In this study, undergraduate research methods students piloted a research method and produced a reflective essay of their research experience. Qualitative analysis of the students’ reflective essay demonstrated that students showed an awareness of both their research skills such as choosing an appropriate research instrument and their researcher identity such as the metacognition of their research competence. Pedagogical approaches that encourage ‘reflection on action’ in the research curriculum can, therefore, help students to articulate their researcher identity and build their research skills confidence and should be actively promoted. 相似文献
3.
马跃 《暨南大学华文学院学报》2005,(4):1-9
“教师作为研究者”已经成为当代教育中广为人们所接受的观念。华文教师,通过积极参与“行动研究”,置身于自己的教学环境中,善于发现问题、思考问题、解决问题,对于提高教学效果,促进教师自身素质的提高是大有裨益的。为实现华文教育师资队伍建设的可持续发展,身处华文教学一线的教师们应当增强积极投身教学科研活动的意识,这是华文教师基本素质的体现,也是加强海外华文教育师资队伍建设,形成其自身造血能力的客观需要。 相似文献
4.
Alison Pearce 《Educational Action Research》2013,21(2):178-195
This article describes the discovery of action research by a ‘conscious incompetent’ in higher education. The influences on the development of an action researcher’s individual philosophy are discussed. These shape a specific investigation into the implementation of international staff exchange in a post-1992 UK university from the position of an ‘outsider within’, a tempered radical. Ontological and epistemological concepts of quasi-objectivity, subjectivity, participation and commitment are discussed in relation to entrepreneurship in the higher education context, concluding that action research is a methodology suitable for tempered radicals and strategic entrepreneurs and that the action researcher can play these roles to research the execution of international faculty mobility in higher education. 相似文献
5.
Joyce Nyhof-Young 《Educational Action Research》2013,21(3):471-498
Action research is emerging as a promising means of promoting individual and societal change in the context of university programmes in teacher education. However, significant gaps exist in the literature regarding the use of action research groups for the education of science teachers. Therefore, an action research group, dealing with gender issues in science education, was established within the context of a graduate course in action research at OISE/UT. The group met 14 times from September of 1992 until May 1993, and consisted of the author and five other science teachers from the Toronto area. Two of us were in the primary panel, two in the intermediate panel and two in the tertiary panel. Five teachers are female and one male. The experiences of the group form the basis of this study. A methodology of participant observation supported by interviews, classroom visits, journals, group feedback and participant portfolios provided a means of examining our experiences from the perspectives of the participants in the group. This case study examines the development of the author as a participant, researcher and facilitator of action research through a critical examination of group dynamics and power issues arising within the action research group. The results of this study confirm that facilitators should undertake their own action research within the context of their groups in order to examine their own taken-for-granted assumptions about teaching and learning. Through such reflections, we will continue to problematise the social and political aspects of science education, and make explicit how the political is personal for each of us as science educators. 相似文献
6.
We discuss in the article the following issues: the strong relationship between collaboration and diversity; the need for understanding collaboration as a process of mutual acknowledgement and as a process of building in a democratic way; the strong influence for each participant of the concept of education over the process of building collaboration; the strong dependence of the process of collaboration on the institutional context, the school culture, and the requirements of the political and economical exponsors. This flexibility is a requirement for preserving the purpose of building a collaborative relationship in order to help improve the quality of practice through human development and institutional change. The basis for these reflections is the discussions we, as a group of researchers, had during the development of two action research-like projects in Malaga (Spain). An exploration of action research methodology in each of these two very different professional settings demonstrates how strongly action research methodology is determined by the culture of the participants and their institutions. As a consequence we conclude that every researcher has to take a flexible and changing role in order to meet the situational demands for building a collaborative relationship. 相似文献
7.
Øystein Lund Johannessen 《Educational Action Research》2013,21(3):331-349
In European societies, major patterns of plurality have changed over recent decades due to modernization and globalization. In schools, these new patterns of plurality have consequences for learning processes and may be challenging for students and teachers. This article investigates these issues, taking as its point of departure the way they surfaced in the Norwegian subject-oriented research project ‘Teaching about Religious Diversity in Schools. Applying and Developing an Interpretive Cultural Approach to Religious Education’ (2007–2010). Nine teachers and two researchers worked together in a community of practice, adopting an action research mode of collaboration. Each participant carried out and documented individual development projects, mostly within their own student groups. Developments and results were discussed in regular community-of-practice workshops. The data analysed in this article were generated from these workshops and from interviews with participants. The main research question raised is how an action research project in the field of religious education can lead to professional development for the participants. More specifically, the question is how such development can be described with respect to the relationship between personal and professional aspects of teacher identity and practice. The introduction of core concepts from theories of religious education and action learning triggered a collective inquiry among the participants into their own professional knowledge. Gradually a common professional discourse developed within the community of practice, and the participants became aware of and started to investigate critically how personal values and beliefs played a role in their professional work. 相似文献
8.
《高等教育研究与发展》2012,31(3):381-391
Academic literacies research has been identified as an emerging but significant field in higher education. This article extends the discussions around methodology in academic literacies research by drawing on the current text and context debates in sociolinguistics and linguistic ethnography. It uses illustrations from a recent academic literacies research project to reflect on methodology and to emphasise the importance of a prolonged engagement with participants’ writing practices and experiences as well as the collection and analysis of a range of types of data to allow the researcher to become more familiar with the context. Methods such as allowing students to interpret their own writing, classroom observation and students’ written literacy histories gave the researcher real insights into the way students made connections to their own familiar contexts in order to learn. The research also highlighted the manner in which communication between students and teaching staff can break down because teachers misinterpret student utterances when they do not understand or know the contexts that the students are drawing on. At the same time, however, the researcher sounds some caution about the use of dialogue in ethnographic methodologies because communication is a two-way process and allocation of linguistic resources has been unequal. Therefore, where students’ resources do not match the context, they may struggle to communicate with the interviewer and to interpret their written texts. In these cases, interviewees who are first language speakers from privileged schooling backgrounds may be able to contextualise and interpret their writing more fully than interviewees who are speakers of English as a second or foreign language and who come from poorer rural schools. 相似文献
9.
"教师即研究者"已经成为教师专业化发展的重要趋势。那么,作为身处教育现场的中小学教师,他们是否可能有自己的研究教育的方式呢?现象学教育研究力图在概念抽象的把握方式之外,寻找一种对教育现象本质直观的把握方式。现象学教育研究方法为中小学教师教育研究开启了一条面向教育实践的、严谨而又充满活力的研究方向。 相似文献
10.
《Ethnography and Education》2013,8(3):363-380
This article contributes to the debate on decolonising methodologies in qualitative research by considering how a white researcher can try and destabilise white supremacy when explicitly conducting research with social justice aims. It draws on data from a recent ethnographic study of minority ethnic pupils’ experiences in secondary schools in England and interrogates the tensions between the research aim to challenge racial stereotyping in education and issues of race and power emerging from the research process. This article investigates specifically the ways in which interaction is shaped by – frequently hidden, particularly to those privileged by them – structures of white supremacy. Developing an innovative analytical framework which draws on insights from both critical race theory and the work of Judith Butler, the researcher problematises issues of voice and representation in conducting social justice research. It is argued that an approach which engages with elements of both structural and post-structural theory allows a more critical exploration of white supremacy through an understanding of the performativity of race. The author works towards a possible research methodology which not only takes into account, but also tries to destabilise processes of white supremacy in research by both recognising participants’ efforts to do this, and trying to make researchers better able to take responsibility for their own complicity in perpetuating unequal racial structures. It is argued that such a recognition by white researchers will necessarily be an uncomfortable process. 相似文献
11.
Timo Jokela 《The International Journal of Art & Design Education》2019,38(3):599-609
This article introduces the art‐based action research (ABAR) methodology as part of the international discussion of art‐based educational research (ABER). The participatory and dialogical approach of ABAR was inspired by a consideration of the pressure for change in art education stemming from the practices of relational and dialogical contemporary art. The need for ABAR as a tool of culturally decolonising, sustainable art education research was identified in multidisciplinary collaboration with the University of Lapland's (UoL) northern and circumpolar network. The methodology was developed collaboratively by a group of art educators and researchers at UoL to support the artist/teacher/researcher with professional skills for seeking solutions to recognised problems and to promote future actions and aspirations in the changing North and Arctic. This article describes how ABAR has been used in school projects, in doctoral theses and finally in a development project with an impact on regional development in the North. These examples show how art education developed through the ABAR method has supported decolonisation, revitalisation and cultural sustainability in schools, communities and businesses. 相似文献
12.
Janne Elo 《Educational Action Research》2016,24(4):535-549
This article is the result of an action research project conducted in 2014 in a primary school in the city of Vaasa in Finland. The project focused on developing the practice of integrating enterprise education as a part of everyday teaching in Grade Three. The project involved three class teachers, the headmaster and a university researcher. This article focuses on the teachers’ perceptions of the benefits and the challenges of the project. The teachers viewed the project as beneficial to their own professional development as well as to the students’ learning. The process, however, also revealed several challenges associated with applying enterprise education in Grade Three, such as time or different personalities. Based on the experiences from this particular project, the article broadens the understanding of how enterprise education can be realised in Grade Three, as well as its benefits and challenges. 相似文献
13.
David Coghlan 《Higher Education》2007,54(2):293-306
The aim of this article is to contribute to understanding of the issue raised when executives do action research in their
own organizations for doctorates. There are a number of significant challenges for those executives considering action research
in their own organization, which are explored under the headings of, preunderstanding, role duality and organizational politics.
The article reflects on the executive action research doctorate in terms of the engagement of the individual manager–researcher
in first person inquiry, the collaborative activities with others in second person inquiry and the third person contribution
of actionable knowledge to the practitioner and academic communities. 相似文献
14.
大学英语教师应开展行动研究 总被引：2，自引：0，他引：2
行动研究是提高大学英语教师科研能力、促进大学英语教师队伍专业化发展的有效途径,是推进和深化大学英语教学改革的重要保证。大学英语教师开展行动研究不仅要加强理论学习,还应该积极和他人进行合作,培养合作精神。 相似文献
15.
M. Naci Kayaoglu 《Educational Action Research》2013,21(2):140-161
Action research is characterized by a new paradigm of empowering teachers to monitor their own practices in a more autonomous manner with a vision of challenging and improving their own techniques of teaching through their own participatory research. Yet in spite of this apparently radical shift in the function of the teacher from the constant consumer of scientific theories to a researcher, as envisioned, the concept of action research as an in-service teacher education strategy has not received due attention in practice. For this reason, the presented case study was undertaken to examine whether the notion of action research by teachers was a viable option for in-service teacher development in a highly centralized education system. More specifically, this paper sought to answer whether teachers have any vision of what they can achieve with action research, whether there is scepticism on the part of teachers about the effectiveness and feasibility of action research as practice-based undertaking, and whether there are inherent structural problems that preclude teachers from undertaking such a role. Three English Language Teaching teachers were involved in this action research. The findings indicate that teachers, being capable of carrying out action research, were quite positive about action research and hopeful for overcoming some inadequacies in their educational environment, making it an asset for personal-professional development despite a highly centralized education system. 相似文献
16.
This article constitutes an attempt by a teacher and a researcher to jointly present their dual perspectives on the experience of a pilot phase of school‐based research. The discussion focuses upon the methodological difficulties that we each experienced both before, and during, the period of the research. In light of these, the article discusses concrete ways in which the methodology of the broader study could be improved, and considers the deeper issues relating to teacher‐researcher interaction which have emerged through this shared methodological reflection. We see this article as contributing to the growth of collaborative writing by researchers and research participants, and furthering the ongoing methodological dialogue within environmental education research. 相似文献
17.
This article describes a national school improvement project involving five compulsory schools for hard‐of‐hearing pupils, located in different parts of Sweden. Using action research, the teachers tried to change the communication patterns among the pupils by changing their own classroom practices, In this process the teachers tested and used different tools, such as writing, shadowing and facilitating each other, over a three‐year period. The purpose of this article is to examine how tools used in action research can be used to promote learning in relation to the concept of the zone of proximal development. The theoretical framework of the study is based on action research, as a collaborative way of creating knowledge, and on sociocultural learning theories. The basic assumption is that teachers, by using different tools, also challenge each other’s learning. The results show the importance of internalising tools that become owned by individuals or communities of practise. To be able to assume an active role in the zone of proximal development, and to produce knowledge collaboratively, a meaning‐making process was needed. It was found that this could be realised if the participants had an awareness of how to function as a critical friend among colleagues. Furthermore, the results revealed that, by using different tools, different voices can be heard. Three categories of voices were identified. 相似文献
18.
Hilde Wågsås Afdal 《欧洲师范教育杂志》2019,42(2):258-275
This article revisits methodological perspectives on international comparative research on teacher education (TE). Benefits and problems related to comparative educational research methodology in general are discussed. Further, methodological issues associated with designing and carrying out an international comparative study on TE are addressed using a multi-level study on teacher education in Finland and Norway an as example. Towards the end of the article, the promises and limitations of international comparative research on TE are presented. Important benefits of comparative education on TE include widening the understanding of one’s own and other TE systems as well as gaining an understanding of international trends. However, uncritical use of such research may lead to decontextualised, ahistorical and standardised transfer and development of education and educational policies. The article concludes by urging researchers in the field of international comparative research on teacher education to address the questions: What is being compared? How is context addressed? 相似文献
19.
In this paper we propose that taking time before the work begins to develop agreements about how to work together in participatory action research enables researchers to directly address several ethical issues that can be problematic in this type of research: gaining fully informed consent; in-group confidentiality; cultural misconceptions; and protecting participants from risky self-disclosures. We begin by discussing some of these ethical challenges that can arise in participatory work, especially with young people. We argue that these issues are magnified and politicised in certain politico-cultural settings, and therefore are all the more important when working cross-culturally. Drawing on the findings of the lead writer’s doctoral thesis, which sought to find a more relevant way of teaching moral education in a Malaysian setting by including the voices of young people, we show how participants responded to attempts to address these issues by creating a safe space in which to discuss sensitive topics through the use of a working agreement. Responses indicate that when such an agreement was in place, the young people in this Malaysian study experienced a greater sense of safety, greater encouragement to participate, and were more confident in their ability to solve ethical problems than in situations where there was no working agreement. Furthermore, the agreement enabled the researcher to be more aware of, and responsive to, the cultural context of the participants. 相似文献
20.
赵晓红 《宁夏师范学院学报》2006,27(2):94-99
1.My context:I was once greatly influenced by the traditionalteaching methodology applied by almost all my previousteachers,and my classroom teaching practice was quiteteacher-centered.As a college teacher,I placed a signifi-cant emphasis on bringingknowl… 相似文献