Putting pedagogical action research into the university context: What are the pressures?

Systems and Cybernetics no longer occupies the position, in academic circles, it once did. There are many reasons why this is the case but a common reason given is the lack of research funding for the subject. The knock-on effect is that the subject has fewer 'champions' and as a consequence is less prominent then it once was. There are many factors that mitigate against research funding for the domain but the cumulative effect is that there are few (if any) new ideas generated now which in turn is having an impact upon the number of academics attracted to it. In this paper the author revisits the action research programme at the University of Lancaster. This project contributed valuable insights into organisational inquiry and the nature of Systems thinking for over 30 years. In this paper the author revisits the programme to discover if there are lessons to be learnt that may be adopted to help provide a means of re-establishing the profile of the domain.

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El tratamiento de la expresión convencional y ritualizada en el proceso de mediación lingüística Español-Italiano: una experimentación en el contexto universitario italiano

Revista de Lingüística y Lenguas Aplicadas ◽

10.4995/rlyla.2020.11836 ◽

2020 ◽

Vol 15 (1) ◽

pp. 99

Author(s):

Giuseppe Trovato

Keyword(s):

Action Research ◽

Qualitative Methodology ◽

Mediation Process ◽

Systematic Analysis ◽

The University ◽

Linguistic Phenomenon ◽

Communicative Effectiveness

<p>This paper deals with the treatment of conventional and ritualized expression in interlinguistic communication carried out throughout the mediation process from a contrastive perspective (Spanish-Italian). According to the theoretical postulates of Collados Aís and Fernández Sánchez (2001), we will carry out an analysis of this linguistic phenomenon. From a corpus of premade scripts focused on the didactics of Spanish-Italian liaison interpreting, we will address the contrastive problems related to the process of interlinguistic mediation and undertake a series of reflections on the performances of a group of third-year students of a degree course in Linguistic Mediation from the University of Messina (Italy). To perform a more systematic analysis, the performances were recorded and subsequently transcribed. From there, the comparison between Spanish and Italian was undertaken. Next, we will focus on the translation operations carried out by the students, and on the degree of correctness and communicative effectiveness. For the purposes of the study , a qualitative methodology as well as the action research have been adopted.</p>

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Teacher to Researcher: Reflections on a New Action Research Program for University EFL Teachers

PROFILE Issues in Teachers Professional Development ◽

10.15446/profile.v20n1.66236 ◽

2018 ◽

Vol 20 (1) ◽

pp. 15-23 ◽

Cited By ~ 4

Author(s):

Anne Burns ◽

Anne Westmacott

Keyword(s):

Action Research ◽

Foreign Language ◽

Research Programme ◽

Language Teachers ◽

First Year ◽

Foreign Language Teachers ◽

Research Publication ◽

Efl Teachers ◽

The University ◽

Relevant Factors

One of the current challenges facing many universities is how to support teachers in becoming researchers. This article discusses the experiences at a small private Chilean university of a new action research programme that was developed as a vehicle for helping teachers to become involved in research and write a research publication for peer-reviewed journals. We present findings from research into similar programmes about relevant factors for their success, describe the programme developed at the university with five English as a Foreign Language teachers in 2016, and discuss some reflections on this first year of the programme.

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A “School Of Clinical Ethics”: Clinical Ethics Education for Clinicians and Philosophy Students

Studia Universitatis Babeş-Bolyai Bioethica ◽

10.24193/subbbioethica.2021.spiss.47 ◽

2021 ◽

Vol 66 (Special Issue) ◽

pp. 79-79

Author(s):

Lucia Galvagni ◽

◽

Keyword(s):

Intensive Care Unit ◽

Intensive Care ◽

Action Research ◽

Clinical Ethics ◽

Ethics Education ◽

Ethical Analysis ◽

Coordination Unit ◽

Philosophy Department ◽

The University ◽

Previous Step

"The presentation intends to present and illustrate an experience of teaching clinical ethics realized with a group of clinicians and philosophy students and held at the Philosophy Department of the University of Trento, Italy (Spring 2013 and Spring 2015). The class was intended to train clinicians and students to the main concepts of clinical ethics and to a specific methodology to approach clinical matters with ethical and philosophical tools. The class offered a space and time of listening, confronting, debating and learning. The opportunity to dialogue and to reflect, starting form clinical cases presented by clinicians and to realize an ethical analysis of them, combining languages and competences, resulted extremely relevant for clinicians, for students involved and for the teachers themselves. It represented – as well – a first and previous step to start some action-research in specific clinical units, as the local Intensive Care Unit, the Transplantation Coordination Unit and the Mountain Medicine and Ethics Lab. "

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Pädagogik für die Soziale Arbeit

10.5771/9783845295411 ◽

2021 ◽

Author(s):

Annette Ullrich ◽

Karin E. Sauer

Keyword(s):

Professional Competence ◽

Soziale Arbeit ◽

Democracy Education ◽

Pedagogical Action ◽

Subject Orientation ◽

University Level ◽

Reflective Questions ◽

The University ◽

Globalized World ◽

Theoretical Foundations

The textbook examines pedagogical questions from the perspective of selected current fields of Social Work. Basic pedagogical concepts including fieldwork, research, and everyday professional life are discussed. Theoretical foundations of pedagogy in a globalized world world are introduced. Pedagogical habits are discussed with regard to the concept of „orientation towards daily life“. Different systematic approaches to pedagogical action based on the concept of „subject orientation“ are outlined (e. g., Flitner, Giesecke, and Prange). Democracy education and peace pedagogy are taken up as exemplary pedagogical topics. The textbook is designed for lectures at the university level. It contains suggestions for further study. Reflective questions support the acquisition of reflexive professional competence.

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