scholarly journals Pedagogía crítica, la visión para favorecer la autonomía en el alumno

2019 ◽  
pp. 21-28
Author(s):  
María Margarita Chávez-López ◽  
Benigno Magdaleno-Castro
Keyword(s):  
Critical Thinking ◽  
Action Research ◽  
Critical Pedagogy ◽  
Elementary Students ◽  
Teaching Practice ◽  
School Community ◽  
Research Approach ◽  
The Poor ◽  
Action Research Approach

The multiple difficulties that are experienced within the classroom are a reflection of the reality of students, teachers and the school community. There is much talk about the problems of the students, their behaviors, the poor consolidation of learning, lack of participation, their vulnerability to the context in which they live, however rarely does the teacher assume any of these as their own and seeks to solve them through their practice. The present is the follow-up of a research teacher whose purpose was the transformation of his practice to favor critical thinking in elementary students and teachers in training. For this, the socio-critical paradigm was used under an action research approach, the actions carried out were based on critical pedagogy. It was found that critical pedagogy improves the teaching practice, promoting the transformation of students' reality through the development of critical thinking, favoring autonomy in students.

scholarly journals Visualization and establishment of product design regulations as interactive modules

2015 ◽  
Vol 17 (1) ◽  
pp. 20-34
Author(s):  
Mikael Blomé
Keyword(s):  
Action Research ◽  
Production Process ◽  
Design Methodology ◽  
Research Approach ◽  
Content Type ◽  
Action Research Approach ◽  
Practical Implications ◽  
Different Levels

Purpose – This paper aims to explore the preferable manner for visualizing different product regulations to be used in the training of and communication between people working at different levels in the production process. Many organizations struggle to communicate important and compulsory regulations, but the intended users are often reluctant to use them. Design/methodology/approach – The study has an action research approach, and the visualized regulations were the result of a human-centered design process that considered aspects for successful organizational change. Findings – The action research approach proved to be a successful framework to design the transformation of well-constructed illustrations in interactive guides, communicate and convince managers and users of the potential of the concept, develop a number of different well-functioning guides and establish regulations with illustrative elements and interactivity in a long-term perspective of an organization. Research limitations/implications – Further research is needed to follow-up the usage of visualized regulations to clarify how communication and quality are supported in design and production processes. Practical implications – The study shows how different product regulations should be visualized and established in an organization, with a potential for further dissemination. It is likely that the approach to design and visualize regulations in this study can function in other branches. Originality/value – The study finds a preferable manner for visualizing different product regulations to be used in the training of and communication between people working at different levels in the production process.

scholarly journals Sighting, Citing and Siting Te Whaariki: Exploring the Use of Video Feedback as a Tool for Critical Pedagogy

2021 ◽  
Author(s):  
◽  
Margaret Ann Haggerty
Keyword(s):  
Early Childhood ◽  
Action Research ◽  
Critical Pedagogy ◽  
Curriculum Development ◽  
Video Feedback ◽  
Professional Support ◽  
Research Approach ◽  
Ministry Of Education ◽  
Action Research Approach ◽  
Curriculum Guidelines

<p>The official draft of the first national curriculum guidelines for early childhood services in Aotearoa/New Zealand : Te Whaariki: Draft Guidelines for Developmentally Appropriate Programmes in Early Childhood Services: He Whaariki Matauranga mo nga Mokopuna o Aotearoa, was released at the end of October 1993. This document was the culmination of a curriculum development project that commenced in 1990, when the Ministry of Education sought contract proposals for the development of the first ever national early childhood curriculum guidelines. In 1995 the Ministry of Education trialled nine different curriculum professional support projects, aimed at assisting early childhood centres to use the newly developed draft guidelines. This study reports on one of the curriculum professional support projects, which the Ministry of Education commissioned from Wellington College of Education. The project which this study is based on, was grounded in an action research approach to professional support. Its core focus was the use of video feedback as a tool for critical pedagogy. It involved five case study centres: a playcentre, a kindergarten, a Montessori centre, an owner-operator childcare centre and an employee childcare facility. The project comprised a minimum of twenty one 'face to face' hours per centre, made up of eight sessions, spread over an nine month period. Video observations of each centre's curriculum 'in action', which constituted two of the sessions, were examined by the practitioners of the centre concerned, and considered in relation to Te Whaariki. Data involved interviews, journals and observations, including video. The study found that using video as feedback for the purposes of curriculum and professional development, within the context of action research, was an essentially useful, albeit complex, and quite highly contextualised undertaking. Many participants did use video feedback to help them engage with Te Whaahki, although in a number of cases the complexity of the curriculum model proved problematic. Participants used the video feedback in a range of ways to resource the development of curriculum within their centres. For a number of participants video feedback was instrumental in them taking a more reflective and critical stance toward their worplace practices. Key themes to emerge included the potential affective impact of using video feedback in examining one's own workplace practices, and the importance and complexities of the dynamics of power, both within the workplace and within the research project itself. Finally, the study raised a number of ethical issues related to the use of video in professional and curriculum development.</p>

scholarly journals Sighting, Citing and Siting Te Whaariki: Exploring the Use of Video Feedback as a Tool for Critical Pedagogy

2021 ◽  
Author(s):  
◽  
Margaret Ann Haggerty
Keyword(s):  
Early Childhood ◽  
Action Research ◽  
Critical Pedagogy ◽  
Curriculum Development ◽  
Video Feedback ◽  
Professional Support ◽  
Research Approach ◽  
Ministry Of Education ◽  
Action Research Approach ◽  
Curriculum Guidelines

<p>The official draft of the first national curriculum guidelines for early childhood services in Aotearoa/New Zealand : Te Whaariki: Draft Guidelines for Developmentally Appropriate Programmes in Early Childhood Services: He Whaariki Matauranga mo nga Mokopuna o Aotearoa, was released at the end of October 1993. This document was the culmination of a curriculum development project that commenced in 1990, when the Ministry of Education sought contract proposals for the development of the first ever national early childhood curriculum guidelines. In 1995 the Ministry of Education trialled nine different curriculum professional support projects, aimed at assisting early childhood centres to use the newly developed draft guidelines. This study reports on one of the curriculum professional support projects, which the Ministry of Education commissioned from Wellington College of Education. The project which this study is based on, was grounded in an action research approach to professional support. Its core focus was the use of video feedback as a tool for critical pedagogy. It involved five case study centres: a playcentre, a kindergarten, a Montessori centre, an owner-operator childcare centre and an employee childcare facility. The project comprised a minimum of twenty one 'face to face' hours per centre, made up of eight sessions, spread over an nine month period. Video observations of each centre's curriculum 'in action', which constituted two of the sessions, were examined by the practitioners of the centre concerned, and considered in relation to Te Whaariki. Data involved interviews, journals and observations, including video. The study found that using video as feedback for the purposes of curriculum and professional development, within the context of action research, was an essentially useful, albeit complex, and quite highly contextualised undertaking. Many participants did use video feedback to help them engage with Te Whaahki, although in a number of cases the complexity of the curriculum model proved problematic. Participants used the video feedback in a range of ways to resource the development of curriculum within their centres. For a number of participants video feedback was instrumental in them taking a more reflective and critical stance toward their worplace practices. Key themes to emerge included the potential affective impact of using video feedback in examining one's own workplace practices, and the importance and complexities of the dynamics of power, both within the workplace and within the research project itself. Finally, the study raised a number of ethical issues related to the use of video in professional and curriculum development.</p>

A collaborative action research project towards embedding ESD within the higher education curriculum

2017 ◽  
Vol 18 (6) ◽  
pp. 857-876 ◽  
Author(s):  
Gisela Cebrián
Keyword(s):  
Action Research ◽  
Teaching Practice ◽  
Collaborative Action Research ◽  
Research Approach ◽  
Action Research Project ◽  
Research Project ◽  
Content Type ◽  
Collaborative Action ◽  
Action Research Approach ◽  
The Impact

Purpose This paper aims to present a collaborative action research project conducted at the University of Southampton with the aim to promote curriculum and professional development in education for sustainable development (ESD) and learn from everyday practices of academics. Design/methodology/approach An action research approach guided by participatory and emancipatory approaches was used. An interdisciplinary group of five academic staff members from different subject areas (education; archaeology; electronics and computer sciences; biology; and health sciences) was created with the aim to support the group’s critical reflection and action towards embedding ESD in their teaching practice. Findings The main outcomes of delivery of sustainability teaching achieved through the project and evidences of the impact of the facilitator role are outlined. The facilitator role has enabled reflection and action, together with the identification of specific needs of academics and the factors influencing their engagement and action. Originality/value This research demonstrates the potential of using action research to rethink current practice in embedding ESD and to lead to new practices and actions of communities of practice. The facilitator role and second-order action research can contribute to better decision-making of sustainability as it questions practice, current assumptions and worldviews.

Emotional education program: a participative intervention with teachers

2020 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Alcione Moreira Marques ◽  
Adriana Queiroz Botelho Fóz ◽  
Eduardo Guedes Queiroz Lopes ◽  
Luiza Hiromi Tanaka
Keyword(s):  
Action Research ◽  
Education Program ◽  
Teaching Practice ◽  
Well Being ◽  
Self Management ◽  
Research Approach ◽  
Self Awareness ◽  
Content Type ◽  
Action Research Approach ◽  
Emotional Education

PurposeThe purpose of this paper is to assess the effects of a program to develop socioemotional competence (SEC) focused on self-awareness and emotional self-management as a resource for the well-being and stress relief of teachers at a Brazilian public school in a socially vulnerable region.Design/methodology/approachEighteen (18) teachers took part in a participatory action research approach. The data collection techniques used were: conversation wheel, individual interview, participant observation and focus group. The emotional education program (PEEP) was conducted in ten 90-min meetings. The data were analyzed using thematic content analysis.FindingsThere were two categories identified: an increase in the teachers' self-awareness and emotional self-management skills. These findings yielded reports of improvements in their ability to deal with their own emotions, better management of the emotional demands of daily school life and positive reflexes on their well-being and teaching practice.Research limitations/implicationsDealing better with emotions involves several skills that need time to be developed and assimilated and PEEP has been applied in a relatively short time. In addition, its application in a wider range of situations has not been evaluated.Originality/valueThis study is linked to a few others that were carried out on the effects that intervention programs had on a teacher's SEC. It was evident that following the steps of the action research enhanced the researcher's connection with the teachers, and it provided a genuine understanding of what it means to be studied. Because of this, it was possible to get a deeper understanding of teachers' emotional states, and the actions and results were legitimized by the participants.

scholarly journals A Method to Develop Critical Thinking: Playing the Devil’s Advocate

2021 ◽  
pp. 269-292
Author(s):  
Sean Eric Kil Patrick Gay ◽  
Keyword(s):  
Critical Thinking ◽  
Action Research ◽  
Research Approach ◽  
Intervention Analysis ◽  
Action Research Approach ◽  
Just Society ◽  
Positive Effect ◽  
Writing Activity

The ability to think critically is at the foundation of an equitable and just society. One aspect of critical thinking (CT) is the ability to create and develop structurally sound arguments. Curricular requirements often restrict addressing this issue. Furthermore, students arguing their own opinions often assume agreement and therefore do not see a need to fully explain. As such, I examined how CT can be developed through the use of a timed-writing activity wherein the students argue against their own positions. I employed an action research approach to compare CT development in the intervention class with another class that did not receive the intervention. Analysis of the data suggested that this method was effective, and that encouragement of dissociation has a positive effect on CT development in students.

scholarly journals The process of transprofessional collaboration: how caregivers integrated the perspectives of rehabilitation through working with a physical therapist

2020 ◽  
Vol 8 (4) ◽  
pp. e000378
Author(s):  
Ryohei Goto ◽  
Junji Haruta
Keyword(s):  
Nursing Home ◽  
Action Research ◽  
Physical Therapist ◽  
Nursing Home Residents ◽  
Research Approach ◽  
Action Research Approach ◽  
Informal Interview ◽  
Trial Basis ◽  
Field Notes

ObjectivesTo clarify the process of how caregivers in a nursing home integrate the perspectives of rehabilitation into their responsibilities through working with a physical therapist.DesignThis study was conducted under an action research approach.SettingThe target facility was a nursing home located in Japan. The researcher, a physical therapist, worked at the nursing home once a week from April 2016 to March 2017. During the study period, he created field notes focused on the dialogue and action of caregivers regarding care, responses of caregivers to the physical therapist and reflections as a physical therapist. Caregivers were also given a short informal interview about their relationship with the nursing home residents. For data analysis, two researchers discussed the content based on the field notes, consolidating the findings.ParticipantsThe participants were caregivers who worked at the target facility. Thirty-eight caregivers agreed to participate. Average age was 39.6±11.1 years, 14 (37%) were male and average caregiver experience was 9.8 years.ResultsTwo cycles of action research were conducted during the study period. There were four stages in the process of how caregivers in the nursing home integrated the perspectives of rehabilitation through their work with the physical therapist. First, caregivers resisted having the rehabilitation programme carried out in the unit because they perceived that rehabilitation performed by a physical therapist was a special process and not under their responsibility. However, the caregivers were given a shared perspective on rehabilitation by the physical therapist, which helped them to understand the meaning of care to adapt the residents’ abilities to their daily life. They practised resident-centred care on a trial basis, although with a sense of conflict between their new and previous role, which emphasised the safety of residents’ lives and personhood. The caregivers increased their self-efficacy as their knowledge and skills were supplemented by the physical therapist and his approval of their attempted care. They were then able to commit to their newly conceived specialty of care as a means of supporting the lives of residents.ConclusionsThe process of working with a physical therapist led to a change in caregivers’ perception and behaviours, which occurred in four stages: resistance to incorporation, recapture of other perspectives, conflicts and trials in the role of caregiver and transformation to a resident-centred perspective.

scholarly journals Use of participatory action research approach to develop a self-management resource for persons living with dementia

Dementia ◽  
2021 ◽  
pp. 147130122199728
Author(s):  
Sherry Dupuis ◽  
Carrie McAiney ◽  
Lisa Loiselle ◽  
Brenda Hounam ◽  
Jim Mann ◽  
...  
Keyword(s):  
Action Research ◽  
Participatory Action Research ◽  
Primary Care Providers ◽  
Self Management ◽  
Research Approach ◽  
Care Providers ◽  
Participatory Action ◽  
Action Research Approach ◽  
Care Partners ◽  
Essential Components

This article describes the use of a participatory action research (PAR) approach to developing a self-management resource for persons living with dementia and care partners. Despite growing evidence that persons with dementia are able to contribute in meaningful ways to decision-making about their care and life preferences, few opportunities exist for them to participate in the design of resources and services meant for them. There is also a need to support the self-management of persons living with dementia with the provision of accurate, high quality, user-friendly information. The Living Well with Dementia resource was developed through a partnership with persons with dementia, family members, Alzheimer Society representatives, primary care providers, and researchers. The methods used in the development of this resource are outlined in six steps employed in this process, from establishment of a PAR team to final resource creation. Informed by a whole systems approach, the resource brings together essential components of self-management into a comprehensive system of care and support for living. It empowers users to be active participants in the application of new knowledge to their lives. Better self-management has important implications for access to health care and quality of life for persons with dementia and care partners.

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