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1.
ABSTRACT

Action research is a methodology that has been increasing in educational studies in recent years. Previous studies have revealed that action research affects practitioners more than traditional methods, since the practitioners are not only participants but also researchers themselves. One branch of action research is collaborative action research (CAR), whereby practitioners and the researcher collaborate through the action research process. This study builds on material from CAR in one Icelandic preschool that lasted over 24 months. The focus of this article is on the role of the researcher in the action research project and how it was constructed through the process. The research material consists of the researcher’s self-narratives, practitioners’ diaries, interviews, and recordings from meetings. The findings show that the researcher’s role was constructed in a so-called third space where the researcher and practitioners collaborated. The researcher went through an emotional landscape while constructing her role and her position was something in between an insider and an outsider. Finally, she faced different kinds of tension concerning her role as a researcher in the CAR. The study contributes to the limited number of studies on the researcher’s role in CAR and how it is constructed during the process.  相似文献   

2.
Following a narrative and biographic approach, in this study, we present the case of an in-service language teacher and her professional learning trajectory in the context of the project ‘Languages and education: constructing and sharing training’. This project aimed at the construction of a collaborative teacher education context for learning and transformation of experiences, views and practices in language education, and involved teachers, teacher educators and researchers. Based on a single case study, the analysis tries to disclose the teacher’s discursive displacements as hints of professional transformation while she reinterprets the learning taking place in the collaborative education process. The signs of change are visible in the way she constructs meanings regarding her professional identity, re-identifies her mission as a language teacher and reconsiders her professional identity. Finally, we reflect upon how collaborative teacher education scenarios may foster teachers’ personal professional learning and renewed self-images.  相似文献   

3.
This article is written in a personal capacity; it is based on a presentation entitled ‘If the child is father to the man, can the researcher be mother to the poet?’ given as part of the ECER symposium, ‘Telling stories: truth and fiction in educational research’ hosted by David Bridges, at the European Conference on Educational Research, University of Edinburgh, 23 September 2000. It is meant as a stimulus to discussion about the relationship between poetry as a species of ‘creative’ writing, and research writing—how and why they might be complementarities as well as opposites. Rather than attempting a theoretical paper, the author uses excerpts from her own poetry—and those of the prize‐winning poet, Jane Draycott, with whom she recently co‐authored a book, and whose ideas have contributed to this article—to explore these ideas.  相似文献   

4.
Action research has become a widely accepted and recommended methodology for teacher research. With the current climate of collaborative planning within primary schools. it has been seen as a process which could exist naturally alongside such activity, with much being made in the rhetoric of its essentially ‘collaborative’ character. But such claims are problematic. They derive importantly from epistemological considerations, but weaknesses may be found in such arguments when they are considered against the reality of the process in action. This article considers the claims for the collaborative nature of action research in the context of the progress of a coordinated inquiry in a primary school, within which the author was involved. Whilst recognising their importance, it challenges the arguments for insisting on collaboration as a prerequisite for the most ‘effective’ action research, suggesting that all action research is fundamentally personal. It also raises the question of whether participation in the process may itself raise conflicts with the need for a collaborative structure to ensure critical reflection and valid knowledge claims, suggesting that action research may at times have effects at a personal level which could produce severe tensions in the maintenance of a collaborative situation.  相似文献   

5.
This collaborative piece written by a philosopher/action researcher and an action researcher/philosopher explores the use of practical philosophy as a tool in action research. The paper explores the connection to be made between what we refer to, roughly, as ‘theory’ and ‘practice’ (while never losing hold of either). The connection is made around ideas of ‘practical philosophy’ and social justice. The authors suggest that ‘practical philosophy’ might develop as a ‘philosophy in human practices’. It begins from the understanding that philosophy is rooted in social practice, with philosophy in educational practices being rooted in educational practice. The paper goes on to explore the use of ‘little stories’ as a way into the diversity of significant particularities. Finally the links are drawn with action research. It is argued that the process of reconceptualisation is itself an action that will make a difference as part of a series of action research cycles.  相似文献   

6.
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7.
The emergence of ‘new managerialism’ in academic institutions and professions has given rise to tensions between one’s professional self and work context. Such tensions often originate from a misalignment between institutional and personal values. This study builds on a dialogical approach to identity and discusses the role of inner tensions and conflicts in terms of making sense of one’s professional identity. These aspects are explored and exemplified by introducing a sample case of one individual student and university researcher/teacher, Anna, who participated in one-year Pedagogical Studies for Adult Educators. Leaning on the narratives of Anna’s learning diaries and a later interview, the article describes tensions and critical conflicts in her professional I-positioning. The study shows how tensions and their resolutions, at their best, can lead to constructive identity work, thereby finding a new personal sense resulting in a more integrated professional identity.  相似文献   

8.
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9.
Abstract

This article investigates the dynamic overall picture concerning the development of local curriculum in Thailand through action research conducted by 27 Thai elementary school teachers in three private schools in Fang District, Chiang Mai Province. This was the teachers' first experience with action research. The article examines the following questions: ‘How do teachers develop local curriculum through action research?’ and ‘What is the impact of action research on the professional learning of teachers?’ The field research methodology was primarily based on participant observation and informal interviews. The findings illustrate the various factors impacting on the development of local curriculum in Thailand through the action research of the teachers. They also shed light on the main role of the researcher in monitoring the progress of the project and acting as facilitator. The article also discusses the positive impact of the action research process on the professional learning of the teachers and reveals the unique cycle form of the action research process of Thai teachers.  相似文献   

10.
This article highlights the complexity of participatory action research (PAR) in that the study outlined was carried out with and by, as opposed to on, participants. The project was contextualised in two prior-to-school settings in Australia, with the early childhood professionals and, to some extent, the preschoolers involved in this PAR project seen as co-researchers. This article explores the author’s journey to PAR, which she considered a socially just mode of inquiry. However, it is not without its complexities and challenges. This article makes transparent these complexities and explores issues of ‘power’, identity and influence in collaborative research. Questions often reflected upon by researchers are re-visited in this article: What theoretical underpinnings align with the investigation? Why undertake such a demanding research design as PAR? What does this research design involve? Where does the university researcher fit? How does a PAR team ‘work’ when there are so many different personalities involved? What are the challenges that are faced by participatory action researchers and how might these be overcome? While these challenges are not new to PAR researchers, the solutions and discussion put forward in this article may generate further reflection and debate.  相似文献   

11.
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12.
The author examines the development of her thinking in regard to the value, the purposes, the process and the outcomes of teaching an undergraduate course in action research for the past 4 years. The emergent understandings were informed by recurrent hermeneutic cycles of interpretative readings of the formal written and oral feedback conducted with the students at the end of each year, the students’ final action research projects submitted at the end of each course and personal field notes kept in journal writing. These sources have yielded rich longitudinal data that sheds light on the impact of a course for the learning of both its participants and the course professor. The article focuses on the actions that the author has undertaken in the design and implementation of the course as a result of her learning or on how action research ‘of a second order’ has informed the structure of ‘first order’ action research. The exploration has led the author to important insights regarding her role as course professor, issues of pedagogy, reflection, process and products of learning as they play out in an action research course at undergraduate level.  相似文献   

13.
Abstract

This article focuses on the double role of the academic action researcher working as facilitator and researcher in democratic professional development projects. The inquiry is based on three partnership projects: ‘research circles’ in Sweden, ‘dialogue conferences’ in Norway and ‘tailored professional development’ in Finland. In a self-study and through the lens of practice architectures, we, as action researchers, explore how our practices are enabled and constrained in, as well as are enabling and constraining, professional development partnerships with teachers and educational leaders. A critical perspective is provided on how and what democratic practices evolve. The inquiry opens up understandings about how the academic action researcher’s practices entails multi-faceted ways of working to be able to accomplish different and somehow contradictory objectives, yet at the same time enacting democratic working methods. Furthermore, the act of recognition as a connecting aspect between prefiguring arrangements and evolving practices will be elaborated on to supplement perspectives offered by the theory of practice architectures.  相似文献   

14.
This article chronicles and discusses a two-semester graduate level action research course in which the co-authors were instructors. Evidence of prospective teachers' appropriation of a ‘teacher researcher’ identity prompted a closer look at the dynamics of the course experience. Using a theoretical foundation based on the work of Vygotsky, Wertsch, Kozulin and Bakhtin, the notions of experiential learning, shared pedagogical mediation, collaborative problem posing and problem solving, and a resultant commingling of teacher and researcher identities are explored  相似文献   

15.
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   

16.
Theory and Passion in Action Research   总被引：2，自引：2，他引：0  
The starting point for this article is Polanyi's insight that learning involves the personal participation of the knower in taking possession of knowledge, and that this process ‘takes place within a flow of passion’. Somekh pays tribute to Elliott's role in her own intellectual development, as her tutor while she was still a teacher, and later as her colleague. The article focuses on the contribution of the articles published in Educational Action Research, during its first 10 years, under the title of ‘Theoretical Resources’. The contested nature of this title is discussed and illuminated through an exploration of Elliott's writing about teachers' knowledge and the role of both theory and practice in theory generation. Somekh argues for the importance of intellectual engagement with ideas and theories through passionate participation within a ‘personalised and contextualised reality’ – she sees this process as akin to Elliott's notion of action research as a process which ‘problematises the ideas of theorists’.  相似文献   

17.
Within the UK there are grave concerns about retention and attrition rates within the teaching profession, particularly in challenging schools. These are compounded by worries about the gap that will be left as long‐serving teachers reach retirement age. This article is about the working lives of long‐serving teachers in three high‐poverty urban schools in England. In a climate in which teaching is tightly controlled and suffering from problems of retention and recruitment, the teachers discuss intensely personal and emotional commitments to their work‐place. Qualitative in‐depth interviews with 20 long‐serving teachers, all of whom had management responsibilities, are used to explore their lives and careers. These histories evoke a strong sense of the ideas and values that make up their personal and professional identities. These are then contrasted with the ideas and values in officially mandated views of progression within the profession. Within the stories of their professional lives, the teachers talk about the emotional dimensions of their work and the emotional ties of their ‘work‐place’. The article concludes that recognition of the emotional dimensions within teachers’ work at an official level could go some way to helping with recruitment and retention in schools facing challenging circumstances.  相似文献   

18.
In this inquiry, the author inquires into her shifting ‘self’ as a researcher/teacher educator in teacher professional development. The ‘self’ in question is acknowledged as being historically, culturally and locally specific. It is also acknowledged as unfixed or unstable; constructed from and in response to various, and often competing, discourses. As an autoethnographic inquiry, this article presents vignettes of the self/researcher/teacher educator embedded in the messiness and complexity of lived experiences and it represents her attempts to make sense (albeit partial and provisional) of these experiences. Central to the inquiry is an examination of the roles played by serendipity and by writing itself in the processes of sense- and self-making.  相似文献   

19.
The author describes a project that illustrates the use of critical ethnography as a research methodology in religious education. The article focuses on a facet of critical ethnography known as autoethnography. Autoethnography refers to the researcher's use of portions of her own life story in an ethnographic project. It allows the researcher to interrogate her reasons for engaging in a specific field, in this case, female adolescent voice. In her research with adolescent females, the author weaves memories of her own adolescence, especially those memories of significant adult mentors who helped her come to voice. Through the use of such autobiographical narrative, the researcher acknowledges the situated nature of her observations and reveals the connections between herself and the topic under study. In keeping with significant work in the field of anthropology, the author argues that this turn toward autoethnography allows for research that engages scholarly passion, enabling the researcher to effect change.  相似文献   

20.
In this qualitative case study, the author engages in critical selfreflection about her role as a researcher/facilitator of an action research group that explored multiple intelligences (MI) theory (Gardner, 1983) in the context of science education. Her multi-faceted role within the action research group and the nature of the research in terms of the orientation, purpose, and type of reflection are described. Through the process of reflective practice, both as the study was ongoing and after the completion, the author enhanced her understanding of the action research process and how to foster collaborative inquiry within the context of an action research group. In addition, the article reports on how MI theory was applied to classroom practice, the nature of collaboration that emerged and the perceptions of the teacher participants about the efficacy of action research as a form of teacher development.  相似文献   

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