scholarly journals The object of learning in action research and learning study

2019 ◽  
Vol 27 (4) ◽  
pp. 481-495 ◽  
Author(s):  
Ference Marton ◽  
Wai Ming Cheung ◽  
Stephanie W. Y. Chan
Keyword(s):  
Action Research ◽  
Learning Study ◽  
Action Research And Learning

scholarly journals Fostering intercultural learning through project-based learning in Vietnamese tertiary EFL classes: A participatory action research study

2021 ◽  
Author(s):  
◽  
Minh Ta
Keyword(s):  
Action Research ◽  
Participatory Action Research ◽  
Intercultural Competence ◽  
Research Study ◽  
Project Based Learning ◽  
National Language ◽  
Learning Study ◽  
Participatory Action ◽  
Intercultural Learning ◽  
Action Research Study

<p>Intercultural competence (IC) is increasingly recognized globally as a goal of education. In Vietnam, despite emphasis on intercultural competence in national language education, research has shown the peripheral role of addressing culture in EFL classes although research on the topic of how to cultivate intercultural language teaching and learning (ICLTL) is growing. This study investigated affordances for intercultural learning through project-based learning (PBL) in an EFL program at a Vietnamese university. It followed an interpretive research paradigm and qualitative research approach. It included two related studies. Study 1 was an ethnography-informed study, which involved 14 teachers, 265 students, 6 graduates and their employers. Data were collected from classroom observations, student focus group interviews, and interviews with teachers, graduates and employers. This preliminary research revealed few opportunities for intercultural learning in this program. Specifically, it found that culture was rarely addressed, and the main instructional method for culture was fact transmission. Moreover, teachers showed limited understanding of ICLTL and students expressed the need for further culture learning. Study 2 was a participatory action research study, in which a semester-long project was introduced to foster intercultural learning. Study 2 included two workshops, one at the beginning and one in the middle of the project. In these workshops, the researcher and three teachers collaboratively learned about ICLTL, and planned PBL lessons. Drawing on a thematic analysis of classroom data and teachers’ and students’ reports, the findings showed teachers’ improved practices and understanding of ICLTL and PBL, and indications of students’ IC development throughout the project. This research contributes to the growing scholarship on ICLTL by providing evidence for the efficacy of PBL for intercultural learning. Additionally, the study highlights the impact of teacher professional development on teaching practice and extends understanding of how to incorporate PBL in a textbook-based and exam-oriented EFL context.</p>

Participatory Action Research and Learning in Sustainable Local Economic Development

2018 ◽  
pp. 241-255
Author(s):  
Marius Venter
Keyword(s):  
Economic Development ◽  
Action Research ◽  
Development Strategy ◽  
Local Economic Development ◽  
Action Learning ◽  
Participatory Action ◽  
Development Agency ◽  
Research Cycle ◽  
Action Research And Learning ◽  
Economic Development Strategies

Participatory action learning and action research in sustainable local economic development strategies is not a common practice. In this chapter, the author firstly gives an introduction of the concept of sustainable local economic development; the importance of local economic development is outlined, as well as the aims. The author proceeds by discussing participatory action learning and action research as integrated empowering concepts. Lastly, the author describes how participatory action learning and action research were used by the Overstrand Local Economic Development Agency in partnership with the Hawston community to assist them to develop a sustainable neighbourhood development strategy. The steps of the participatory action learning and action research cycle are discussed coupled with the learning and actions taken, that emanated from the reflections during the research.

UPAYA MENINGKATKAN PROFESIONALISME GURU MELALUI METODE LATIHAN DI SD NEGERI 55 KECAMATAN RUMBAI PESISIR KOTA PEKANBARU

2017 ◽  
Vol 1 (2) ◽  
pp. 247
Author(s):  
Maimunah Maimunah
Keyword(s):  
Action Research ◽  
Data Processing ◽  
Learning Activities ◽  
Learning Tools ◽  
Learning Methods ◽  
Children's Achievement ◽  
New Learning ◽  
Professional Teacher ◽  
Classroom Action Research ◽  
Action Research And Learning

Based on the temporary observation in SD Negeri 55 Kecamatan Rumbai Pesisir Kota Pekanbaru, found thephenomenon, among others, teachers who have passed the certification and get a professional teacher degreehas not improved its performance and has not been able to realize the title. Teachers have not optimized IT tosupport learning activities and still use lecture and record methods. Lack of teachers in improving learningthrough classroom action research and learning tools that have not been well-structured. Teachers have notbeen able to apply new learning methods to improve children's achievement in learning. In accordance with theformulation of the problem then the purpose of this study is to determine whether the exercise method canimprove the professionalism of teachers in SD Negeri 55 Kecamatan Rumbai Pesisir Kota Pekanbaru. Thesample in this research is teacher in SD Negeri 55 Kecamatan Rumbai Pesisir Kota Pekanbaru with datacollection technique using observation. From the description of data processing and discussion it can beconcluded as follows: Aspects of school supervisor activity as facilitator get achievement with score 37 or withpercentage equal to 62% from all aspect of assessment or equal to 62% all activity achieved. Then on the secondcycle score obtained by 52 or with percentage achievement of 87% of all aspects achieved. In the aspect ofprofessionalism of teachers obtained in the first cycle of 59% with good enough category and on the secondcycle increased to 88% with very good category.

Social and Organizational Development Through Action Research

2018 ◽  
Vol 5 (1) ◽  
pp. 23-39 ◽  
Author(s):  
Neeta Baporikar
Keyword(s):  
Action Research ◽  
Social Development ◽  
Organizational Development ◽  
Management Education ◽  
Action Learning ◽  
Theory Approach ◽  
The Core ◽  
Simple Question ◽  
Action Research And Learning ◽  
Grounded Theory Approach

To cause change at practice level people need to translate what they know into concrete instructional policies and practices to be more productive and ensure organizations, organizational and thereby social development. Development Studies reflect that there is disconnect between knowledge acquired especially in the area of management education. This disconnect creates a gap and lessens organizational and social development. Action research and learning can fill this gap. This article addresses a simple question: does action learning and research lead to development? If so, what is it that people need to know about action learning and action research that alludes well to this crucial aspect? Adopting a grounded theory approach and in-depth literature review, the core of the study is to promote understanding of action learning and research, connection between knowledge to practice and how this makes organizational and social development more possible. Further attempts are to provide a framework to adopt action research to enhance holistic development in these societal driven economies.

scholarly journals Fostering intercultural learning through project-based learning in Vietnamese tertiary EFL classes: A participatory action research study

2021 ◽  
Author(s):  
◽  
Minh Ta
Keyword(s):  
Action Research ◽  
Participatory Action Research ◽  
Intercultural Competence ◽  
Research Study ◽  
Project Based Learning ◽  
National Language ◽  
Learning Study ◽  
Participatory Action ◽  
Intercultural Learning ◽  
Action Research Study

<p>Intercultural competence (IC) is increasingly recognized globally as a goal of education. In Vietnam, despite emphasis on intercultural competence in national language education, research has shown the peripheral role of addressing culture in EFL classes although research on the topic of how to cultivate intercultural language teaching and learning (ICLTL) is growing. This study investigated affordances for intercultural learning through project-based learning (PBL) in an EFL program at a Vietnamese university. It followed an interpretive research paradigm and qualitative research approach. It included two related studies. Study 1 was an ethnography-informed study, which involved 14 teachers, 265 students, 6 graduates and their employers. Data were collected from classroom observations, student focus group interviews, and interviews with teachers, graduates and employers. This preliminary research revealed few opportunities for intercultural learning in this program. Specifically, it found that culture was rarely addressed, and the main instructional method for culture was fact transmission. Moreover, teachers showed limited understanding of ICLTL and students expressed the need for further culture learning. Study 2 was a participatory action research study, in which a semester-long project was introduced to foster intercultural learning. Study 2 included two workshops, one at the beginning and one in the middle of the project. In these workshops, the researcher and three teachers collaboratively learned about ICLTL, and planned PBL lessons. Drawing on a thematic analysis of classroom data and teachers’ and students’ reports, the findings showed teachers’ improved practices and understanding of ICLTL and PBL, and indications of students’ IC development throughout the project. This research contributes to the growing scholarship on ICLTL by providing evidence for the efficacy of PBL for intercultural learning. Additionally, the study highlights the impact of teacher professional development on teaching practice and extends understanding of how to incorporate PBL in a textbook-based and exam-oriented EFL context.</p>

Reflexionando sobre los proyectos de desarrollo comunitario en tiempos de crisis

1969 ◽  
Author(s):  
Inmaculada Gómez Jarabo ◽  
Marta Gómez Gómez
Keyword(s):  
Action Research ◽  
Community Development ◽  
Participatory Action Research ◽  
Citizen Participation ◽  
Popular Education ◽  
Technical Aspect ◽  
Development Projects ◽  
Participatory Action ◽  
School Population ◽  
Action Research And Learning

Reflexionando sobre los proyectos de desarrollo comunitario en tiempos de crisisRESUMENEn el presente estudio pretendemos reflexionar sobre la situación de los proyectos de Desarrollo Comunitario en España y sobre la participación de la población escolar, fundamentalmente universitaria, en los mismos. Para ello, nos basaremos en la Educación Popular de Freire y las metodologías de Investigación Acción Participativa y Aprendizaje Servicio como fundamentación teórica a los proyectos analizados y las propuestas realizadas. Haremos especial hincapié en este tipo de proyectos en tiempos de crisis, pues es cuando la población se siente más desamparada y necesita sentirse más integrada en su entorno y arropada por sus semejantes. Todo ello, resaltando la importancia que tiene en la formación del ser humano no sólo el aspecto académico o técnico, sino también la perspectiva emocional y de pertenencia a la sociedad en la que vive.PALABRAS CLAVE: Proyectos de desarrollo comunitario. Educación Popular. Participación ciudadana. Refletindo sobre os projetos de desenvolvimento comunitário em tempos de criseRESUMONo presente estudo pretendemos refletir sobre a situação dos projetos de Desenvolvimento Comunitário na Espanha, e sobre a participação da população escolar, fundamentalmente universitária, nos mesmos. Para isso, nos basearemos na Educação Popular de Freire e nas metodologias de Investigação Ação Participativa e Aprendizagem em Serviço, como fundamentação teórica dos projetos analisados e as propostas realizadas. Faremos especial ênfase nesse tipo de projeto em tempos de crise, pois é quando a população se sente mais desamparada e necessita sentir-se mais integrada em seu entorno, e apoiada por seus semelhantes. Tudo isso, ressaltando a importância que tem na formação do ser humano não só o aspecto acadêmico ou técnico, mas também a perspectiva emocional e de pertencimento à sociedade em que se vive. PALAVRAS-CHAVE: Projetos de desenvolvimento comunitário. Educação popular. Participação cidadã. Reflecting on community development projects in times of crisisABSTRACTIn the present study we intend to reflect on the situation of the Community Development projects in Spain, and on the participation of mainly university in the same school population. To do this, We will base on Popular Education Freire and methodologies Participatory Action Research and Learning Service, theoretic basis of the analyzed projects and proposals made. We will make special emphasis on this type of project in times of crisis, it is when the population feels more helpless and need to feel more integrated in its surroundings, and supported by his fellows. All this, emphasizing the importance of the formation of the human being not only the academic or technical aspect, but also the emotional perspective and of belonging to the society in which we live.KEYWORDS: Community development projects. Popular education. Citizen participation.

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