scholarly journals Making Sense of Inclusion and Exclusion Through Educational Action Research for Sustainability in Teacher Education

2012 ◽  
Vol 46 ◽  
pp. 3097-3101 ◽  
Author(s):  
Ginta Gedžūne ◽  
Inga Gedžūne
Keyword(s):  
Teacher Education ◽  
Action Research ◽  
Making Sense

Editorial

Relay Journal ◽  
2019 ◽  
pp. 251-256
Keyword(s):  
Professional Development ◽  
Teacher Education ◽  
Action Research ◽  
Teacher Training ◽  
Language Learners ◽  
Learner Autonomy ◽  
Service Professional ◽  
Research Institute

We are excited to present you Volume 2 Issue 2 of Relay Journal published by the Research Institute of Learner Autonomy Education at Kanda University (KUIS), Japan. The Relay Journal aims to foster a dialogue spanning the globe discussing topics related to learner autonomy. This issue of Relay Journal is dedicated to teacher and advisor education for learner autonomy. The topic is particularly important, since –– apart from some exceptions –– autonomy is not always integrated into curricula for teacher education, and in addition, very few programmes exist for advisor education. Therefore, it is crucial to include opportunities for in-service professional development and reflection on how to foster autonomy and how to support language learners as teachers or as advisors. This can be done in the form of teacher training, mentoring and/or tutoring programmes, action-research, or reflection in- and on-practice.

Restructuring Teacher Education Through Collaborative Action Research

1990 ◽  
Vol 41 (2) ◽  
pp. 52-62 ◽  
Author(s):  
Renée Clift ◽  
Mary Lou Veal ◽  
Marlene Johnson ◽  
Patricia Holland
Keyword(s):  
Teacher Education ◽  
Action Research ◽  
Collaborative Action Research ◽  
Collaborative Action

Wittgenstein’s philosophy and action research

2003 ◽  
Vol 8 (3) ◽  
pp. 295-301 ◽  
Author(s):  
John Shotter
Keyword(s):  
Action Research ◽  
Social Isolation ◽  
Scientific Method ◽  
Gain Control ◽  
Participatory Culture ◽  
Ordinary People ◽  
Making Sense ◽  
The Social ◽  
Professional Research ◽  
The Many

Three themes seem to be common to both Greenwood’s and Gustavsen’s accounts: One is the social isolation of professional [research] elites from the concerns of ordinary people, which connects with another: the privileging of theory over practice. Both of these are connected, however, with a third: the great, unresolved struggle of ordinary people to gain control over their own lives, to escape from schemes imposed on them by powerful elites, and to build a genuinely participatory culture. An understanding of Wittgenstein’s later philosophy, and the recognition of its striking differences from any previous philosophical works, can make some important contributions to all these issues. Wittgenstein’s aim is not, by the use of reason and argument, to establish any foundational principles to do with the nature of knowledge, perception, the structure of our world, scientific method, etc. Instead, he is concerned to inquire into the actual ways available to us of possibly making sense in the many different practical activities we share in our everyday lives together: “We are not seeking to discover anything entirely new, only what is already in plain view.”

Using action research in current conditions of russian teacher education

2002 ◽  
Vol 10 (3) ◽  
pp. 423-448 ◽  
Author(s):  
Nina Michalova ◽  
Semyon Yusfin ◽  
Sergei Polyakov [1]
Keyword(s):  
Teacher Education ◽  
Action Research

Making sense of sustainability transitions locally: how action research contributes to addressing societal challenges

2014 ◽  
Vol 8 (4) ◽  
pp. 465-485 ◽  
Author(s):  
Julia Maria Wittmayer ◽  
Niko Schäpke ◽  
Frank van Steenbergen ◽  
Ines Omann
Keyword(s):  
Action Research ◽  
Sustainability Transitions ◽  
Making Sense ◽  
Societal Challenges

scholarly journals Exploring and Promoting Ecological Consciousness in Teacher Education: the Possibilities of Educational Action Research in Education for Sustainable Development

2011 ◽  
Vol 13 (1) ◽  
pp. 43-61 ◽  
Author(s):  
Inga Gedžūne ◽  
Ginta Gedžūne
Keyword(s):  
Teacher Education ◽  
Sustainable Development ◽  
Action Research ◽  
Qualitative Content Analysis ◽  
School Teacher ◽  
Education For Sustainable Development ◽  
Frame Of Reference ◽  
Primary School Teacher ◽  
Ecological Consciousness ◽  
Research In Education

Exploring and Promoting Ecological Consciousness in Teacher Education: the Possibilities of Educational Action Research in Education for Sustainable DevelopmentThe paper reports on the findings of a qualitative study with 39 first year students of pre-school and primary school teacher education programmes who are taking an educational action research based study course "Environmental Pedagogy". The study aimed at engaging the students in reflection on their experiences of interaction with nature and uncovering their views on ecological consciousness. Qualitative content analysis sought emergent themes in students' reflections. A conceptual framework was identified containing three frames of reference: (1) inclusion-oriented frame of reference; (2) exclusion-determining frame of reference and (3) solution-oriented frame of reference. Conclusions were drawn about the possibilities of educational action research to encourage students' reflection on ecological consciousness and building sustainable and inclusive relationships with the world.

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