The Action Research story of a student–teacher: Change is not easy and it takes time, effort, and critical reflection

2017 ◽  
Vol 13 (1) ◽  
pp. 51-74 ◽  
Author(s):  
Nicolina Eriksson ◽  
Jan-Erik Romar ◽  
Ben Dyson
Author(s):  
Jeffrey Radloff ◽  
Cole Joslyn ◽  
Brenda Capobianco

The purpose of this action research study was to critically examine the use of action research as a mechanism to enhance graduate students’ development as emerging qualitative researchers. Although action research has been recognized as an effective means of transforming teaching practices, studies examining its use among graduate students learning to become qualitative researchers are lacking. Participants profiled in this study include two graduate students and one teacher educator. The context of the study was a graduate level course on action research where all three participants identified starting points, employed distinct action strategies, engaged in sustained, critical reflection, and developed metaphors representing their living educational theories of their practice. Results from this study indicate that each participant gained a deeper self-awareness and understanding of enacting qualitative research and furthermore, recognized action research as a powerful humanizing agent.


2017 ◽  
Vol 2 (2) ◽  
Author(s):  
John Rae ◽  
Alexander MacQuarrie

<p>This article draws on our experiences in project-based learning and in particular our experiences in facilitating a group of paramedicine students tasked with the responsibility of evaluating clinical simulation debriefing sessions.</p><p>Using critical reflection as the research methodology, we unearthed and reworked our experiences in this project, especially the experiences of one of us, Sandy, who took on role of project facilitator. The article identifies the importance of alignment between student and teacher in project-based learning and a set of principles are offered to guide and support this in project-based teaching. These principles include open communication and respect, the suspension of conventional belief, and reflection on professional practice.</p><p> </p><p> </p><p><strong> </strong></p><p> </p>


2011 ◽  
Vol 1 (4) ◽  
pp. 50-61 ◽  
Author(s):  
Chien-hsing Wang

This paper reports the investigation of the application of self-assessment in an online learning setting based on action research. The research participants were students who completed their self-assessment when taking the course on Classroom Management taught by the teacher researcher. Although the analytic results show the lack of critical reflection in student self-assessment, the teacher researcher learned the following lessons: a) self-assessment helps the students to articulate their learning results in specific; (b) self-assessment can be a means to cultivate students’ abilities in information-integration; (c) using multiple evaluative tools for assessing self-assessment is recommended to better describe the levels of student reflection; and (d) effective and efficient implementation of self-assessment requires a redesigning of the learning management system. Finally, further research can focus on the possibility of promoting the level of student reflection by encouraging students to use evaluative tools to assess their self-assessment.


Author(s):  
Stephen Dobson

This chapter aims to set out relevant discourse and approaches to consider when planning strategies for acquiring and building knowledge for formal ontology construction. Action Research (AR) is offered as a key means to help structure the necessary reflexivity required to enrich the researcher’s understanding of how they know what they know, particularly within a collaborative research setting. This is especially necessary when revealing tacit domain knowledge through participation with actors and stakeholders: “In this kind of research it is permissible to be openly normative and to strive for change, but not to neglect critical reflection” (Elfors & Svane 2008, 1).


Author(s):  
Bethany M. Rice

Disability studies seeks to promote equitable education for all students through inclusive education. According to Goodley, disability is multifaceted—being political, cultural, and social in nature. Inclusive education is often underrepresented in teacher preparation. Teacher candidates need experience in providing instruction to all students, not just those considered “normal.” In their research on the use of autoethnography with teacher candidates, Rice and Threlkeld identified that while candidates saw a need for social justice, they lacked the necessary skills to take action. Combining autoethnography with action research would fill a void in the field of inclusive teacher preparation. The critical reflection used in autoethnography would potentially identify areas of social justice needed to improve inclusive practices in the classroom. Candidates would then have an opportunity to engage in action research to explore their identified topic. This chapter proposes a method to combine autoethnography and action research to impact social change among teacher candidates.


2003 ◽  
Vol 29 (4) ◽  
pp. 423-448 ◽  
Author(s):  
LINDA HAGGARTY ◽  
KEITH POSTLETHWAITE

Author(s):  
Bethany M. Rice

Disability studies seeks to promote equitable education for all students through inclusive education. According to Goodley, disability is multifaceted—being political, cultural, and social in nature. Inclusive education is often underrepresented in teacher preparation. Teacher candidates need experience in providing instruction to all students, not just those considered “normal.” In their research on the use of autoethnography with teacher candidates, Rice and Threlkeld identified that while candidates saw a need for social justice, they lacked the necessary skills to take action. Combining autoethnography with action research would fill a void in the field of inclusive teacher preparation. The critical reflection used in autoethnography would potentially identify areas of social justice needed to improve inclusive practices in the classroom. Candidates would then have an opportunity to engage in action research to explore their identified topic. This chapter proposes a method to combine autoethnography and action research to impact social change among teacher candidates.


Author(s):  
Gabriella Giulia Pulcini ◽  
Valeria Polzonetti

Academic didactics has started implementing pedagogic strategies that overcome the traditional frontal lecture to reach a new aim: supporting the learning process. According to the leading connectivism principles, which are revolutionizing education, learning processes are a complex and dynamic concept. On one side, new technologies are promoted to support the learners' “cold” cognition. On the other, strategies boasting a “hot” cognition are acquiring more and more importance. The student-teacher relationship is facing change: teachers are required to consolidate their profession and tutor the learning process, regardless of the field of study. These new strategies, although carried out reluctantly, have been successfully implemented in some action research projects highlighting the learners' engagement on one side and the professors' hesitation on the other. This chapter explores this phenomenon.


2019 ◽  
Vol 35 (3) ◽  
pp. 486-499
Author(s):  
Kaaren Mathias ◽  
Pooja Pillai ◽  
Rakhal Gaitonde ◽  
Kakul Shelly ◽  
Sumeet Jain

Abstract Mental health problems are recognized as a leading cause of disability and have seen increased allocations of resources and services globally. There is a growing call for solutions supporting global mental health and recovery to be locally relevant and built on the knowledge and skills of people with mental health problems, particularly in low-income countries. Set in Dehradun district, North India, this study aimed to describe first, the process of co-production of a visual tool to support recovery for people affected by psycho-social disability; second, the key outputs developed and third, critical reflection on the process and outputs. The developmental process consisted of participatory action research and qualitative methods conducted by a team of action researchers and an experts by experience (EBE) group of community members. The team generated eight domains for recovery under three meta-domains of normalcy, belonging and contributing and the ensuing recovery tool developed pictures of activities for each domain. Challenges to using a participatory and emancipatory process were addressed by working with a mentor experienced in participatory methods, and by allocating time to concurrent critical reflection on power relationships. Findings underline the important contribution of an EBE group demonstrating their sophisticated and locally valid constructions of recovery and the need for an honest and critically reflective process in all co-productive initiatives. This study generated local conversations around recovery that helped knowledge flow from bottom-to-top and proposes that the grass-root experiences of participants in a disadvantaged environment are needed for meaningful social and health policy responses.


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