scholarly journals Encouraging Reflection and Critical Friendship in Preservice Teacher Education

2017 ◽  
Vol 7 (3) ◽  
pp. 87-112
Author(s):  
Branko Bognar ◽  
Irena Krumes
Keyword(s):  
Action Research ◽  
Reflective Thinking ◽  
Professional Competence ◽  
Action Research Project ◽  
University Teachers ◽  
Critical Friends ◽  
Research Cycle ◽  
Reflective Practitioners ◽  
Education Courses

Reflectivity is an important professional competence of contemporary teachers. In order to explore how to encourage students’ reflection, we conducted a two-year action research project impelling them to become mutual critical friends. For critical friendship communication and other project activities, we utilised Moodle – an online learning management system. On the basis of the analysed data that were gathered at the end of each action research cycle, we determined that the students felt comfortable in the role of critical friends and that critical friends’ reflections were particularly pleasant for them. They experienced the comments of their critical friends as friendly, encouraging, useful, specific, interesting, detailed, positive, professional and clear. The majority of students (91%) think that the critical friendship discussion should be continued within the course Correlated-integrated systems in Croatian language teaching, and 85% of them suggest introducing this approach in other teachers’ education courses. We determined that the technical mode of reflective thinking prevails in the students’ correspondence. The practical or contextual level could rarely be observed while critical reflection was completely absent in 11 of 14 discussions. Reflective thinking of students (future teachers) should be fostered from the beginning of their studies within various courses, particularly in the pedagogical and methodological ones. To encourage their students to be critically reflective, university teachers should embrace reflective thinking by becoming critically-reflective practitioners and conducting action research in their teaching practices.

Actieonderzoek in leefstijlonderzoek is geen sinecure

KWALON ◽  
2020 ◽  
Vol 25 (3) ◽  
Author(s):  
Famke van Lieshout ◽  
Gaby Jacobs ◽  
Shaun Cardiff
Keyword(s):  
Action Research ◽  
Participatory Action Research ◽  
Healthy Lifestyle ◽  
Multiple Perspectives ◽  
Participatory Action ◽  
Action Research Project ◽  
Research Project ◽  
Clinical Practice Setting ◽  
Learning Together

Action research in lifestyle research is no sinecure. Response to Kromme et al.: ‘Changing together is learning together’, a participatory action research project This is a reply to the contribution entitled: ‘Learning together is changing together: A participatory action research project on the role of the internist in promoting a healthy lifestyle’. Here the authors highlight the complexity of facilitating participatory action research (PAR) in a clinical practice setting and reflect on the first three stages of their research through eight principles that could guide PAR, as described by Van Lieshout et al. (2017). As we developed these principles, we explain the principles of participation, reflexivity, contextuality and transformation in greater detail in relation to the context of this study. The authors made suggestions to change the five-phased model of PAR to get a better grip on the process. The authors rightly highlighted some limitations in the labeling of some phases. However, it is the reflexivity on the multiple perspectives that facilitators encounter and the relationships they engage with during the process, as well as acknowledging the iterative process of PAR, which needs to be embraced and experienced during the entire process of study.

Promoting Continuous Professional Development of English Teachers Through Action Research

2022 ◽  
pp. 105678792110622
Author(s):  
Cemile Dogan ◽  
Yasemin Kirkgoz
Keyword(s):  
Professional Development ◽  
Action Research ◽  
Research Design ◽  
Mixed Method ◽  
English Language ◽  
Reflective Thinking ◽  
Development Program ◽  
Mixed Method Research ◽  
Research Cycle ◽  
Language Instructors

The current study adopts a mixed-method research design to foster English Language instructors’ attitude toward professional development, self-efficacy beliefs, and reflective thinking. Vygotsky's sociocultural theory constituted the base and the professional development program was designed accordingly. The participants of the study were nine English Language instructors working at three different universities. Throughout the 16-week program, it was aimed to equip the participants with action research skills to conduct their own study in their own context according to their needs and/or interests. All the participants completed the Plan, Act, Observe, and Reflect stages of the Action Research Cycle.

Exploring the complexities of validity claims in action research

2007 ◽  
Vol 30 (5) ◽  
pp. 381-390 ◽  
Author(s):  
Peter McInnes ◽  
Paul Hibbert ◽  
Nic Beech
Keyword(s):  
Action Research ◽  
Design Methodology ◽  
Research Process ◽  
Language Games ◽  
Research Setting ◽  
Action Research Project ◽  
Content Type ◽  
Validity Claims ◽  
Practical Implications

PurposeThe paper aims to explore the problematics of validity that are inherent to the conduct of an action research project because of the disparate language games of both practitioners and academics.Design/methodology/approachAn exploration is offered of the tensions between different understandings of a research setting at different stages of the research process.FindingsIn each phase of the research there are a number of tensions between different epistemological assumptions about the “reality” of the research setting. Validity is not, therefore, about capturing a singular objective picture of the organisation, but rather it is produced through the negotiation of a temporary intersection of language games.Research limitations/implicationsThe paper provides a framework for understanding the role of the researcher in the research process and the issues underlying validity claims made from different epistemological positions.Practical implicationsThe paper provides insights in to the mechanisms through which practitioners and academics come to understand each other and the limitations of this knowledge.Originality/valueThe article raises awareness of the different normative assumptions at play within a variety of action research contexts.

scholarly journals A Reflexive Eye on a Collaborative Action Research Project in School

2016 ◽  
Author(s):  
Kitt Lyngsnes
Keyword(s):  
Action Research ◽  
Teaching Practice ◽  
Collaborative Action Research ◽  
Action Research Project ◽  
Research Project ◽  
Collaborative Action ◽  
Teacher Researcher ◽  
Teachers Professional Development ◽  
Reflexive Analysis

This article presents a reflexive analysis of a collaborative action research project based on the “Nordic tradition” of action research. In this project I, in the role of researcher, worked with a team of four teachers in a Norwegian primary/lower secondary school to develop teaching practice focused on students’ learning. I have retrospectively analysed data from my research diary, meetings and interviews. The article describes how the collaboration and the relationship between the teacher team and the researcher developed, and how this process contributed to the teachers’ professional development. The results shed light on the complexity of teacher- researcher- relationships, and demonstrate the importance of engaging in reflexivity in collaborative action research.

scholarly journals The role of community-based organizations in school-based violence prevention programming: An action research project

2016 ◽  
Vol 2 (1) ◽  
pp. 1238609 ◽  
Author(s):  
Caroline Claussen ◽  
Lana Wells ◽  
Deinera Exner-Cortens ◽  
Rida Abboud ◽  
Alina Turner ◽  
...  
Keyword(s):  
Action Research ◽  
Violence Prevention ◽  
Action Research Project ◽  
Community Based ◽  
Prevention Programming ◽  
Research Project ◽  
Community Based Organizations ◽  
School Based

scholarly journals Improving Female Students’ Academic Achievements: Special Evidence from 2nd Year Management Department Students of Bonga University, Ethiopia

2021 ◽  
Vol 4 (3) ◽  
pp. 127-136
Author(s):  
Mohammed Abdulselam Adem ◽  
Amanuel Desalegn Untiso
Keyword(s):  
Academic Performance ◽  
Action Research ◽  
Group Discussion ◽  
Female Students ◽  
Average Score ◽  
Action Research Project ◽  
Factors Affecting ◽  
Student Academic Performance ◽  
The University

Action Research is a formative study of progress commonly practiced by teachers in schools. It enables a teacher to craft most appropriate strategy within its own teaching environment. Action research aims to contribute both to the practical concerns of people in an immediate problematic situation and to further the goals of social science simultaneously. This paper is aims to improve the academic performance of female students with special evidence from 2nd year management department of Bonga University. further, factors affecting the academic achievement of female students were examined. Finally, the role of teachers in improving female student academic performance were investigated. In doing so, the researcher adopted interview, focused group discussion and observations as data collection instruments. In addition, the researcher, prepared schedule composed of Proposed plan, action and evaluation for achieving the goals of this project. The collected data were analyzed using descriptive statistics such as mean and Paired sample T- test. The finding of this Action research project revealed that; Lack of proper Tutorial class has significant effects on female students’ achievement with average mean of 3.55, followed by lack of pear learning with mean score of 3.40. further, the overall Average Score of female students Before intervention was 3.98. but, After the researcher and course instructor made intervention which described in methodology parts the overall Average Score of female students has increased to 6.65. The researcher recommends the female students to give due consideration for their education and to read cooperatively with their colleagues. Further, Teachers should encourage female students through providing enough and timely tutorials. Finally, Bonga university shall establish female students club that actively serves all female students of the university through preparing training and conferences on which they exchange experiences with each other if possible with other universities female students.

scholarly journals Interaction and conflict between outreach workers and research officers in implementing collaborative action research in the field of harm reduction: a qualitative study

2021 ◽  
Vol 18 (1) ◽  
Author(s):  
Nicolas Khatmi ◽  
David Michels ◽  
Daniela Rojas Castro ◽  
Perrine Roux
Keyword(s):  
Action Research ◽  
Harm Reduction ◽  
Practical Knowledge ◽  
Healthcare Services ◽  
Collaborative Action Research ◽  
Outreach Worker ◽  
Action Research Project ◽  
Research Project ◽  
Outreach Workers

Abstract Background The effectiveness of collaborative approaches in health interventions is underlined in the literature. Given the serious challenges to adequately managing the HCV epidemic in people who inject drugs (PWID), and the need to improve existing harm reduction (HR) interventions in this population, it seems important to investigate how collaboration between stakeholders is ensured in action research interventions. The present study aimed to explore interactions between outreach workers and research officers collaborating in the implementation of an action research project for PWID entitled OUTSIDER. Methods Using three focus groups, we studied the views of 24 outreach workers involved in the implementation and evaluation of a harm reduction educational intervention to help PWID inject more safely in off-site settings. Results The analysis of participants’ discourses highlighted the mixed perceptions they had about OUTSIDER. Several limitations to collaboration emerged. Epistemological (theoretical vs. practical knowledge), methodological (science vs. intervention), axiological (standardised vs. adapted approach), and material (mobilised vs. available resources) issues all placed a burden on the outreach worker–research officer relationship. Outreach workers’ acceptance of the project’s intervention dimension but rejection of its scientific dimension highlights a lack of contractualisation between the stakeholders involved, and a more general problematisation of the role of outreach workers in implementing action research in HR. How collaboration was perceived and practised by outreach workers participating in OUTSIDER can be considered a reflection of the current challenges to implementing action research in HR. Conclusion This study of the interaction between the research and implementation dimensions of an action research project explored the tensions between different intervention stakeholders that must work together. Equitable participation and integration of the expertise, practices, and knowledge of all stakeholders involved is essential for successful action research. Given current HCV epidemiological challenges, new forms of cooperation are needed when developing healthcare services and when strengthening collaborative approaches.

scholarly journals Illustrating the Intercultural in Portuguese Secondary School Foreign Language (FL) Classrooms

e-TEALS ◽  
2016 ◽  
Vol 7 (1) ◽  
pp. 40-69
Author(s):  
Carla Ulisses ◽  
Nic Hurst
Keyword(s):  
Action Research ◽  
Secondary School ◽  
Foreign Language ◽  
Cultural Awareness ◽  
Small Scale ◽  
Action Research Project ◽  
Research Project ◽  
Cultural Mediator ◽  
The University

Abstract This article reports on a small-scale action research project developed in the context of the practicum of a Teacher Education Masters course at the Faculty of Letters, the University of Porto. The project was focussed on the importance of visual stimuli in the foreign language teaching classroom (English and Spanish), within the context of an intercultural approach. Different strategies, activities and materials were employed with the general aim of helping the learners to develop their critical cultural awareness. The learners played a central role, participating actively, by bringing into the classroom their own knowledge of the world. Simultaneously, the role of the teacher was not without importance in this action research project, presenting herself as an example of a cultural mediator.

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