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The Sage Handbook of Educational Action Research
Abstract
This handbook presents and critiques predominant and emergent traditions of Educational Action Research internationally. Now a prominent methodology, Educational Action Research is well suited to exploring, developing and sustaining change processes both in classrooms and whole organisations such as schools, Departments of Education, and many segments of universities. The handbook contains theoretical and practical based chapters by highly respected scholars whose work has been seminal in building knowledge and expertise in the field. It also contains chapters exemplifying the work of prominent practitioner and community groups working outside universities.
... Aktionsforskning är ett exempel på en deltagarstyrd utvecklingsprocess, vilken är kontexten för denna studie. En grundläggande idé inom aktionsforskning är att det omfattar forskning (kunskapsgenerering) samt personlig och professionell utveckling som gynnar undervisningen (Bergmark, 2020a, b;Noffke & Somekh, 2013). Det handlar om förändring av en praktik och reflektioner över hur förändringen går till. ...
... Vidare genomförs aktionsforskning ofta i samverkan med forskare. Därmed kan sägas att en sådan forsknings-och utvecklingsprocess är en typ av kompetensutveckling som är initierad underifrån och inifrån lärares praktik som bygger på deras erfarenheter (Bergmark, 2020a;Kemmis, 2009;Reason & Bradbury, 2008) och syftar till att utveckla lärares professionalitet 1 1 som i längden förväntas gynna barnens och elevernas lärande (Bergmark, 2020b;Noffke & Somekh, 2013). ...
... Vi ser i likhet med tidigare forskning (se ex. Bergmark, 2020a;Kemmis, 2009;Noffke & Somekh, 2013) att iscensättandet av forsknings-och utvecklingsprocesser som initierats av lärare i förskola och skola, vilka bygger på deras erfarenheter och är en del av deras undervisnings-och utbildningspraktik, blir centrala för att möjliggöra en förskola (och skola) på vetenskaplig grund och beprövad erfarenhet. ...
The Swedish preschool has undergone some radical education policy changes during recent years, all of which have affected teachers’ work. The focus of this article is on the changes relating to the demand for research-based education and how the concept of teaching has been introduced in preschool. The aim of this article was to study preschool-teachers’ professional learning in relation to research-based education within an action research project which focused a new conversation method with the children. The theoretical framework of the study was based on social learning theory and communities of practice. The empirical data consists of collegial conversations and written documents produced in the action research project. The results show that the preschool-teachers in a mutual agreement persistently examined and negotiated conversation methods so that they could be adapted to their view of teaching, their professional self, and children and children’s participation and learning. Through a common repertoire of scientific tools and social learning processes, they reflected each other’s teaching in an open, trustful, and appreciative collaboration, and together, they critically reviewed and problematized their earlier experiences and their teaching in relation to research.
... (4) And finally, the educational family, which initially is the application of an industrial perspective to the improvement of professional educational practices (Noffke & Somekh 2009), but which is progressively being influenced by more critical perspectives such as Freireian pedagogy (Kemmis, McTaggart & Nixon 2013). Although the graphic seems to clearly divide these four areas, the categories can also be seen to overlap in terms of practices and foundational features. ...
... Furthermore, in the last twenty years, there has been an increasing interest in EAR across the Americas, Europe, Australia and Africa. Since the 1990s, interest has also grown in Asia and Eastern Europe (Noffke & Somekh 2009), and there is a flourishing academic literature on its application and theorisation (Carr and Kemmis 1986;Elliott 1991;McKernan 1991;Stenhouse 1975;McGrill & Beaty 1995 among others). ...
... As a result of engaging critically with research, teachers become lifelong learners (Mills, 2011). Finally, in an educational climate of high expectations, it is argued that it has never been more important to understand how to improve one's own teaching (Noffke and Somekh, 2009). By engaging in AR the teacher is able to reflect critically on how to improve their practice. ...
... Consequently, I focused my attention on how I could improve my literacy teaching for those children who were identified as 'dyslexic'. In the autumn of 2013 I had fortuitously stumbled upon the importance of syllables and the MSc presented itself as a good mechanism to help me unpick current phonic teaching in my school by questioning those practices which had potentially always existed and stagnated (Ripamonti, 2015;Noffke and Somekh, 2009). and post-tests) with varying academic abilities. ...
This thesis chronicles the successes, struggles and disappointments of carrying out Action Research with 15 members of staff and 300 children from various year groups across two schools. The research centres around a 25 week intervention aimed at improving syllable awareness with the view it might benefit reading and spelling development. To measure this, pre- and post-test data was compared as well as carrying out interviews with participants. The findings suggested that whilst the intervention made a difference in improving syllable awareness, this did not translate to significant reading or spelling progress. These findings do, however, run contrary to the growing literature presented within the thesis which argues that syllable awareness has an integral role in phonological development. Consequently, the thesis reflects on the shortcomings within the work: some were unavoidable considering the size and scale of the project, whilst others could have been mitigated with better planning. Crucially, however, all of these factors highlight the realities of carrying out Action Research in the ‘messy environments’ (Cain, 2019) of school. This thesis therefore offers the reader a detailed account of the personal growth which took place as a result of completing this EdD, as well as the change it had on a professional and institutional level.
... A key disciplinary area of action research has been education (Mertler, 2017). While Herr and Anderson (2005) provide specific support for writing action research dissertations, the Handbook of 'Educational Action Research' (Noffke and Somekh, 2009) offers deep insight into theoretical underpinnings and an individual's capacity to undertake and cope with the power, politics and personal intricacies of Educational Action Research. Division of practice from educational theory is difficult as the research is often done by practitioners themselves. ...
... However, it focuses on changing teaching processes and techniques. Although lacking a technical focus, educations' attempts through Educational Action Research (Noffke and Somekh, 2009;Mertler, 2017) have helped advance action research efforts more generally and, importantly, has helped early action researchers (Herr and Anderson, 2005). It also typi cally has a strong focus on researching and changing the practitionerresearcher's own actions (Sagor and Williams, 2017) and does not provide dedicated sup port in selecting research partners. ...
Although action research offers great advantages of connecting academia and practice, it is surprisingly underutilised in innovation management. This paper, therefore, focuses on how innovation management research and researchers can more effectively and efficiently apply action research to their domain. The analysis commences with the rationale for aligning action research and innovation management before assessing the strengths and limitations of existing interdisciplinary action research approaches from an innovation management perspective. Combining and enhancing the strengths of these approaches, a new Action Innovation Management Research (AIM‐R) framework is developed to assist in resolving the increasing demand for action‐orientation in innovation management. AIM‐R offers a structured research process for systematically applying action research as a way of encouraging rigorous research processes, while also importantly stimulating relevant practical outcomes. AIM‐R specifically considers different change levels (individual, team, organisational) and objects (e.g. outcome, process, capability) critical for the multi‐faceted character of innovation management. A real‐world example towards the end of the article illustrates how AIM‐R has been applied to a complex problem‐solution space. This example adds important insights for readers wanting to apply this more engaged, but currently underutilised, innovation management research technique.
... At the end of the event the students were all contacted and asked if they would be still be willing to be interviewed. A semi-structured interview was conducted enabling the students to feel more in control of how they answered open ended questions (Noffke and Somekh, 2009). ...
... Moreover, the flexibility provided by a semi structured interview helped the researcher and the interviewees to have an exchange about the experience. It also enabled the author to adapt the 8 question mirroring what the interviewees said with the aim that this process would help make recommendations for changes to practice happen (Noffke and Somekh, 2009). The questions used in the interview were derived from discussions with the students and other colleagues regarding their views on priorities for the research and to evoke students' experience. ...
Purpose
The benefits of a student-led mental health promotion intervention on World Mental Health day result in tangible learning benefits for those students. The event occurs within the students’ own university. The paper aims to discuss this issue.
Design/methodology/approach
This case study evaluates students’ experience on a mental health promotion intervention. This intervention was to enable students to experience running a health promotion intervention and develop their health promotion skills outside of their lectures. Students were recruited who had just completed a module on health promotion. Students had to plan and organise the intervention, which included involving other organisations and facilities both external and internal to the university. The experience was evaluated through the case study using as data collection a semi-structured interview.
Findings
Results indicated that students found the experience to be beneficial in deepening their understanding of health promotion, mental health awareness and in increasing their self-esteem. Limitations of this case study are in the argument for reproducibility of results, which is affected by the small number of students who took part.
Research limitations/implications
There are opportunities to develop this idea further and to broaden the availability of the initiative, enabling more students from diverse backgrounds to experience putting theory into practice.
Originality/value
To the best knowledge of the author, this study, although with limitations, provided a good understanding on how to develop health promotion skills within a university setting. The outcomes of this study are mainly applicable to a health studies course, educators of mental health promotion, university mental health support services and research related to this topic, especially on promoting mental health awareness and education.
... En nära kontakt och samarbete med de lärare som designat och iscensatt den undervisning som ingår i studien har spelat en avgörande roll för att utmana min förförståelse av undervisning i grundskola i allmänhet, och för ämnesöverskridande undervisning som inkluderar direkta naturmöten, i synnerhet. Aktionsforskning inkluderar också tanken på metodpluralism och ett sensoriskt förhållningssätt (Reason & Bradbury, 2001;Stringer, 2008;Noffke & Somekh, 2009;Pink, 2009;Nylund m fl., 2010). I likhet med sensorisk etnografi används inom aktionsforskning en mängd forskningsmetoder, som exempelvis deltagande observation och deltagande samtal, och i båda ansatserna framhålls bland annat fältanteckningar, loggböcker, videoinspelningar och foto som lämpliga för produktion av empiriskt underlag. ...
... Action research is based on collaboration between researcher and practitioner, and involves actions which call for planning, acting, observing and reflecting. This approach advocates method-pluralism and sensoric methods (Reason & Bradbury, 2001;Stringer, 2008;Noffke & Somekh, 2009;Pink, 2009;Nylund et al., 2010). In Study Two, participatory action research was used, which implies that I was closely involved in planning and, to a certain extent, conducting lessons. ...
Abstract
Title: Aesthetical experiences in direct nature meetings.
A phenomenological study on experiences of forest, plants and education
Author: Margaretha Häggström
Language: Swedish with an English summary
ISBN: 978-91-7963-010-2 (tryckt)
ISBN: 978-91-7963-011-9 (pdf)
ISSN: 0436-1121
Keywords: Aesthetical experiences, direct nature meetings, forest, plant blindness, phenomenology, life-world, walk-and-talk-interviews, action research.
In a period of accelerated environmental change, a focus on how humans build embodied relationships with the more-than-human world is a critical arena for pedagogical work. The aim of this thesis is to elucidate people’s lived experiences of being in the forest. The research is directed at aesthetic experiences, as sensuous experiences, of encounters with trees. The work is based on phenomenology and analyzed through hermeneutic phenomenology. This doctoral thesis is part of the research project Beyond Plant Blindness: Seeing the importance of plants for a sustainable world (The Swedish Research Council, dnr 2013-2014) and entails a two-part study; one part conducted with adults who have a habit of being-in-the forest and the other based in two primary school classes, using an outdoor pedagogy approach.
The studies are presented through five articles. Article one frames an aesthetic and ethical perspective on art-based environmental education and sustainability and aims to link ethics, aesthetical environmental education and didactics with a phenomenological approach. In this way it serves as the theoretical background for the empirical work to come. Data for article two were collected using a questionnaire placed on a tree located in a specific forest setting over the course of a year. The results highlight the intersubjectivity and historicity of people's connections to a forest environment, and reveal that the experience of ‘being’ or ‘doing’ in a forest produces a larger, more nuanced, response than simply the experience in itself.
Data for article three were collected using “walk and talk” interviews. Analysis reveals that (a) childhood experiences seem to play a crucial role in adult experiences of forests; (b) place-identity and sense of belonging are significant elements in how the participants define themselves; (c) being-in-the-forest is connected to an active, exploring and moving body, and that the connection with the more-than-human world of the case study forest is deeply anchored, as part of the human body. This relationship appears to be shaped through a process of constructing and reconstructing memories, practice and selfhood, and can, it seems, last a lifetime.
Article three and five builds on action research with two teachers, who planned and designed a Storyline with the aim of giving their students opportunities to discover the intrinsic value of plants, by meeting with trees and slowly becoming trees. In a post-humanist sense, this approach rejects the notion of human as an ontological given, disembodied and separate from the kingdom of plants. Students de-homogenized plants by transforming themselves into trees, thus an inverted anthropomorphization was implemented. This second part of the thesis contributes new perspectives on the emerging relationship between young students and trees initiated through authentic meetings in which such relationships developed. Thus, the result can be used in didactical discussions on concrete, pedagogical and philosophical levels. In the long term, such relationships could have a positive impact on human connections to plants, the basis of much of life on Earth.
... Before taking an informed decision in action research, the researcher needs to reflect on research question(s), cross-referencing, and numerous examples of interactive texts to assess meaningful professional practice (Henning, Stone & Kelly, 2008). Reporting results and taking informed action in action research is for educators to use theoretical and practical knowledge to build effective research projects (Noffke & Somekh, 2013). To report results, researchers should give special attention to data collection, interpret methods, and expand the context of action research to connect examples and opportunities of research projects (Burnaford, Fischer & Hobson, 2001). ...
... The process to report results in action research is for educators to build trust, understand the issue, and improve their professional practice (Burnaford, Fischer & Hobson, 2001;Henning, Stone & Kelly, 2008;Ivankova, 2014;Noffke & Somekh, 2013;Williamson, Bellman & Webster, 2011). Taking an informed action in action research is to engage the learning communities with theory and moral reasoning that can improve the educational outcomes of institutional leadership and their commitment to practice (Schmuck, 2008). ...
This paper aims to offer empirical evidence to understand action research methodology as a strategy to reflect, design, implement, refine, and gather data to explore questions of professional interest. To clear up any misinformation, action research is not the only research methodology known to scholars to explore questions of professional interest. This paper also draws on educational leaders and school administrators role in ensuring that teachers utilize action research to solve immediate, and somewhat, pressing issues in the classroom and academic environment. For example, exploring other research methods such as quantitative, qualitative, or mixed methods to solve issues in the academic environment may take several months or even years to get departmental and participant consent, research approval, extended data collection strategies, and research designs and apparatus, however, action research method models qualitative or quantitative practice and activities to clarify vision, theories, collect data, and even planning and reflection in the academic or workplace environment.
... As a result of the interactions between the teacher and administration microsystems through AR dissemination, the administrators came to support this kind of PD practices, which is a prerequisite for the sustainability of PD practices (Burns et al. 2022). Besides, the administrative plans to transform the TSG project into a large-scale interinstitutional project could be regarded as transformative actions to sustain AR in the educational setting (Comber and Kamler 2009, Noffke and Somekh 2009, Burns et al. 2022. ...
The interplay between teachers engaged in action research (AR) and the educational ecosystem involving the other teachers who did not conduct AR and administrators has been an issue unexplored in the English Language Teaching (ELT) field. In the current study, we explore how teachers’ engagement in AR within a Teacher Study Group (TSG) at a state university in Türkiye interacted with each layer of the ecosystem from an Ecological Systems Theory (EST) perspective. Inductive analysis of data from semi-structured interviews with the teachers who actively participated in the project (n = 6), the other teachers who peripherally observed the action researchers (n = 10), and the administrators (n = 3), revealed that AR processes including collaborative professional learning and disseminating research findings significantly impacted the four layers of the educational ecological system (micro-, meso-, exo- and macrosystems). We discuss how AR as a collaborative professional development practice impacted each layer of the ecosystem, together with implications for its sustainability.
... By being critical the teacher (and in this study, the PST) is taking a research stance that provides meaningful professional development opportunities for them. While for some time numerous texts have discussed and provided examples of action / practitioner research and 'teacher as researcher' (Carr and Kemmis 1986;Mitchell, Weber, and O'Reilly-Scanlon 2005;Noffke and Somekh 2009), a persistent challenge is how best to introduce, and provide the opportunity for, PSTs to experience practitioner research with a view to becoming practitioner researchers once they are qualified teachers. ...
Background
There is continual support for teacher educators to play a more significant role in equipping teachers with the skills necessary to undertake practitioner research (Ellis, N., and T. Loughland. 2016. “The Challenges of Practitioner Research: A Comparative Study of Singapore and NSW.” The Australian Journal of Teacher Education 41 (2): 122–136). However, there is noticeably less literature reporting the means through which pre-service teachers (PSTs) are introduced, and provided the opportunity, to experience practitioner research with a view to becoming practitioner researchers once they become qualified teachers.
Purpose
The focus for this paper is on considering the perceptions to which a chosen enactment of practitioner research in a Physical Education Teacher Education (PETE) programme prepares PSTs to understand, appreciate and experience practitioner research. The paper shares how one specific PETE practitioner-research module scaffolds learning and associated assessment tasks that align with PSTs’ school placement block.
Method
Four focus groups (17 PSTs) were conducted to capture the PSTs’ understanding, appreciation, and experience of practitioner research.
Findings
The findings highlighted how the module had extended PSTs’ understanding of research through the process of accessing, interpreting, and seeking assistance with conducting research. The pedagogical practices employed allowed PSTs to understand research, how research informs practice and, in turn, the expected role of the practitioner researcher. Challenges identified by the PSTs included: (i) a lack of time outside of the module to further engage with practitioner research; (ii) accessing relevant research; and (iii) readability of some research. Interestingly, the PSTs shared some hesitancy in the feasibility of enacting a strong practitioner researcher persona when the time came for them to enter teaching as qualified beginning teachers.
Conclusion
This paper highlights one-way PSTs can be encouraged and supported to apply research to their work as teachers and immediately in the planning priorities for school placement. Such an infrastructure supports the importance of integrating research and teaching, with PSTs provided a daily opportunity throughout the school placement block to understand, change and improve their practice in a principled and informed way.
... The emancipatory paradigm, as the name implies, is about the facilitating of a politics of the possible by confronting social oppression at whatever levels it occurs. (110) Using tenets of participatory action research (Baum et al. 2006;Chevalier and Buckles 2019), and educational action research (Kinsler 2010;Mertler 2019;Somekh 2009) through an emancipatory research lens (Oliver 1997;Walmsley 2001) this research lab was created in an academic setting with dis/abled graduate students. The lab was designed to shift power and control from the typical professor/student roles to an anti-oppressive model in which societal and institutional issues could be addressed with voices given equitable space for discourse. ...
Dis/ability research has often been done on dis/abled subjects, positioning them beneath the researcher as something to be studied. Through this commentary, we share our background as a research lab within an academic institution and propose an emancipatory educational action research (EEAR) (Kinsler 2010) framework for academic leaders to utilize to include dis/abled students in an anti-oppressive research model. We also share the unique successes and challenges we face as training drama therapists, preparing to enter a field dominated by medical models that far too often override or invalidate our experiences. In line with participatory action research (PAR) and EEAR, the framework offers steps toward creating a designated space for dis/abled students at the collegiate level to become researcher-participants and develop more presence in dis/ability research.
... A TEDxKUFS collaboration meant fitting in with the regulations and restrictions of the organisations, both of which are introduced in more detail in their sections below. To undertake educational action research is courageous at any time, particularly in the current unstable climate of education (Noffke & Somekh, 2013). ...
Student, teacher, and institutional identity interweave with the common theme of education, and interpretation of this can often be idiosyncratic. The challenges of collaboration, volunteerism, and expertise are identified and explored to create opportunities for authentic engagement in any future endeavors toward the epistemological goal of education. This community-involved project aimed to encourage students to explore the skills required to complete a task. A five-member teacher team was established to facilitate students from two compulsory English seminar classes plus a few volunteers from senior classes, towards the epistemological goal of organising an online TEDxKUFS countdown event. Community support and acknowledgment from multiple perspectives can impact and inspire participants to allow students, teachers, and institutions to re-evaluate and choose what to identify with. Holistic, whole-school approaches with not only individual class success focus but also keeping in mind the epistemic character cultivation is of central importance when designing pedagogy. Keywords: KUFS, peagogy, TEDx, TEDxKUFS
... Action research is focused towards solving of problems and societal improvement through coordinating action (Bradbury, 2015, p. 1). Much like autoethnography, action research developed a number of key strands which represent the application of these ideas in various disciplinary and political contexts -for example, participatory action research (S. , feminist participatory action research (Gatenby and Humphries, 2000;Gustafson and Brunger, 2014), critical participatory action research (Kemmis, McTaggart and Nixon, 2014), and education action research (Noffke and Somekh, 2013). ...
This qualitative study examines the production of cultural memory within current or recently active UK-based DIY music spaces. Utilising a critical archival theoretical framework, the thesis builds upon previous work which deconstructs subcultural historiography and archiving, identifying the reproduction of whiteness, masculinity, and affluence in heritage projects. By focusing on current or recently active communities, the study engages with archives and histories before they are deposited and/or formed, acknowledging the role of labour in and the construction of narratives through archival work. My analysis therefore moves discussions about subcultural archives beyond examination of sources and into a discipline which explores archiving as practice and labour, archives as organisations, as well as the archive as concept.
The resulting analysis complicates the positioning of punk and DIY music communities as ahistorical. I surface underpinning information infrastructures and informal archival actions which enable community building and connection across generations through preservation and circulation of memory. Exploration of the intersection of socioeconomic circumstances and archival traces identifies how ongoing experiences of austerity, precarity and lack of resource negatively affect the capacity to create and maintain archival projects or sources. The contemporary temporal focus of the study enables an extended consideration of the born digital traces and web heritage of DIY music communities, which is particularly timely given the loss of data stored on widely-used digital platforms such as Myspace Music and the deletion of information produced by queer communities caused by corporate moderation processes and algorithms.
... This qualitative teacher-research study was conducted using a participatory methodology called Playful Participatory Research (PPR; Author, 2016). PPR is an emerging qualitative methodology that builds on Participatory Action Research (PAR) and practitioner inquiry traditions (Cochran-Smith & Lytle, 2009;Noffke & Somekh, 2009). In PPR, educational stakeholders playfully co-construct knowledge through experimentation, exploration, and collaborative and hands-on data analysis (Author, in press). ...
... This study used an action research approach, where one university researcher and one teacher-researcher collaborated with three teachers from 2 schools to create and conduct mobile outdoor learning activities (Noffke & Somekh, 2009). More specifically the lesson study (Lewis, 2002) was used (Fig. 1). ...
Using mobile technologies in education has a lot of potential to take learners outside of their regular classrooms and mediate learning scenarios that are related to real-life situations. Mobile outdoor learning could help students to establish connections between learned concepts and their everyday life. To find out if mobile outdoor learning could be used to shift students’ scientific understandings and to facilitate their knowledge transfer, i.e. students use their acquired knowledge in everyday life, an action research was conducted with 158 students (age 14–16). The results indicated that students gain knowledge during mobile outdoor learning and develop a conceptual change. Furthermore, the results showed that a learning scenario focusing on a socio-environmental problem had a bigger impact on students' transformative experience towards science learning than a more biologically specific topic.
... In this study, teachers have high hopes that enhancing new lesson plans with an emphasis on spatial abilities will improve both their own professional development and the performance of their pupils. The action research is supposed to contribute to a greater awareness of their professional practice, a shifting concept of the "knowledge base" for teaching, and a different "style of knowing" [35]. ...
Success in STEM areas is heavily reliant on strong spatial abilities, most notably the capacity to do a mental rotation. Teachers' comfort in implementing spatially demanding activities in the classroom may be important in developing pupils' spatial skills. In this preliminary study we focus on the effects of an intervention aiming to improve teacher professional development on spatial ability skills of primary school pupils. To introduce new spatial abilities activities, it is critical to consider how teachers learn and what encourages them to adapt and adjust their teaching practice. A combination of qualitative and quantitative methodologies was utilized to track teachers' progress and obstacles in implementing these activities, as well as a pre-post test intervention with pupils to determine the impact of these activities on their spatial skills. A learning group for action research consisting of six teachers was formed with the purpose to discuss, propose and enhance the classroom intervention, as well as to share their experiences. When comparing pre-and post-test results, professional development for teachers on how to increase spatial ability activities had a significant effect on pupil's spatial abilities; additionally, for teachers, swapping artefacts and discussing their experiences in group discussions was extremely beneficial for improving their use of spatial activities in the classroom. The findings of this preliminary study pave the way for future research into the development of spatial ability-related lesson studies within the science and mathematics curriculum at primary school.
... Critical Psychology also seeks to highlight the role played by the "observing subject" (the researcher) in shaping the "observed subject" (sample, object of study). Taking this standpoint, a broad range of qualitative methods and participatory research studies (or "community-engaged research") have been deployed (Noffke & Somekh 2009;Gutiérrez, 2008). Practitioners in this field view research as a communicative process whereby the parties involved (researchers and objects of investigation) engage in a dialogue that should be evenly balanced, given the power dynamics existent between different spheres of knowledge and the will, if not to subvert them, at least to make them explicit and to minimise their consequences. ...
The purpose of the article is to problematize the way in which social psychology has developed its reflections on social practices and collective action. The working hypothesis that guides this analysis estimates that in these reflections a problematic relationship between subject and society is verified, which connects the discipline with an unresolved obstacle within psychology and social theory, and cannot, therefore, leave the representations of the subject of the conscience and the will as expressions of the psychological individual. In open counterpoint, the article proposes to introduce conceptual operations that allow us to open this problem with a view to thinking about other modes of agency, irreducible to the individual. The theory of performativity, as well as contemporary developments on the power and politics of life, would enable a reflection on the conformation of subjects in interstitial spaces between desire and the agonistic dispositions of the collective, between the inside and the outside, that is, in the midst of power relations, thus highlighting the creative and liminal dimension of the processes of subjectivation, as well as its profound ethical dimension. This last aspect will allow us to notice the constitutive exposition or opening in which all subjectivity is produced, as well as the conflicting and ambivalent dimension in which it takes place, when debating modulations of support and resistance. Finally, the article highlights the performative dimension as a fundamental element of these processes, as it consists of the affirmative act of the collective transformation processes that involve subjects in the extensive dimension of their vital modulations.
... Critical Psychology also seeks to highlight the role played by the "observing subject" (the researcher) in shaping the "observed subject" (sample, object of study). Taking this standpoint, a broad range of qualitative methods and participatory research studies (or "community-engaged research") have been deployed (Noffke & Somekh 2009;Gutiérrez, 2008). Practitioners in this field view research as a communicative process whereby the parties involved (researchers and objects of investigation) engage in a dialogue that should be evenly balanced, given the power dynamics existent between different spheres of knowledge and the will, if not to subvert them, at least to make them explicit and to minimise their consequences. ...
This chapter draws on the ideas discussed in the Critical Psychology movement (Parker, Handbook of critical psychology. Routledge, 2015; Fox, et al., Critical psychology: An introduction (2nd ed.). Sage Publications Ltd., 2009; Ratner, Psychology’s contribution to socio-cultural, political, and individual emancipation. Palgrave Macmillan, 2019) to propose a standpoint for psychological science that is more ingrained in and committed to social reality. The Critical Psychology movement parallels a more general paradigm shift in the social sciences that has been flagged by Critical Theory (Santos, Crítica de la razón indolente: contra el desperdicio de la experiencia (Vol. 1). Desclée de Brouwer, 2003) and is present in earlier psychological traditions such as Historic-Cultural Psychology (Vygotsky, Mind in society: The development of higher psychological processes. Harvard University Press, 1978). The most unambiguous claim among critical psychologists is that psychology, as a science, should not situate emotional and cognitive processes at the individual intrapsychological level but within broader socio-cultural landscapes that create subjectivities. Moreover, critical psychologists generally agree on the necessary commitment of psychology to social justice and social transformation, in contrast to modern individualistic mainstream psychology which tends to isolate persons from their socio-cultural and historical roots and locates both the causes and the treatment of psychological problems within internal processes, without taking into account that deprivation, poverty, social needs and/or inequalities may produce not only physical but also psychological shortcomings.
... n el escenario actual de la investigación en ciencias sociales nos hemos familiarizado con metodologías que ofrecen un papel participante a personas o grupos que, con ello, dejan de ser objetos para posicionarse como sujetos. Así lo vemos en el hecho de disponer de varios handbooks que aglutinan, bajo el amplio paraguas de la investigación participativa, perspectivas en las que la relación sujeto-objeto desde una lógica positivista se ve desbordada (Denzin & Lincoln, 2012;Noffke & Somekh, 2009;Reason & Bradbury, 2012). Reconocemos una estela de trabajos que arraigan en campos de conocimiento y realidades sociales plurales como son los procesos participativos (Villasante, 2006), la antropología colaborativa y el activismo (Arribas, 2015), el feminismo (Gatenby & Humphries, 2000) o la educación (Darretxe et al., 2020;Elliott, 1993;Lieberman & Miller, 2003). ...
En las últimas décadas, la investigación cualitativa se ha abierto a metodologías que escapan al tradicional modelo experto-práctico, dado lugar a formas participativas de investigación. Un giro que, en educación, se ha concretado en diversos formatos, desde la investigación – acción a las comunidades de indagación. Bajo este escenario, hemos desarrollado una indagación narrativa que toma como foco nuestras prácticas de investigación durante el desarrollo de un estudio sobre creación curricular en una escuela de primaria. En dicha indagación, prestamos interés a las relaciones de investigación bajo el formato de investigar entre docentes, que apunta a la recursividad entre las prácticas de investigación y la docencia en la formación inicial del profesorado. Los procedimientos metodológicos utilizados han sido: las conversaciones hermenéuticas, el análisis cualitativo de los textos de campo y la (re)escritura. Tras la composición de un relato sobre la experiencia de la investigación, pasamos a señalar dos asuntos en la discusión de resultados: (i) la creación de una relación entre docentes que investigan y (ii) la escucha como disposición investigadora. El artículo finaliza ahondando en una dimensión fenomenológica de la experiencia de investigar y en sus resonancias para la docencia universitaria.
... Glover and Law 1996, Mucinskas and Gardner 2013) through a combination of theoretical and empirical research, conceptual framing, case studies and analyses of best practice and continuing professional development in education (Day and Sachs 2004). In turn, our research methodology is based on innovative research approaches to professional development in education (Streck 2007, Noffke and Somekh 2010, Mucinskas and Gardner 2013, Pålshaugen 2014, Gunnarson et al. 2015. Based on a synthesis of empirical findings and theoretical perspectives across sectors, this article adopts a meta-reflective and theory-generating approach, in line with other research studies on professional development and learning in education (Wilkinson et al. 2018). ...
This article aims to elaborate multiple dimensions of ethical perception in professionalism and introduces novel didactic viewpoints on educational routes through which professionals learn and develop the moral competencies essential to praxis. Results are discussed from recent innovative research projects on professional didactics, education and work practice. The article explores new research pathways through which to learn and develop professional ethics for teachers and social educators in collaboration between several agents in the field: students, teachers and educational leaders, as well as public institutions serving as frames for internships during the education process. Through lifelong learning trajectories, professionals are enabled to skilfully confront ethical challenges in reality, to develop concrete ethical perception and discernment based on practical wisdom, here defined as pedagogical phronesis. Based on a synthesis of empirical findings and theoretical perspectives, we argue that an interchanging dynamic between subjective experiences and dialogical learning constitutes several dimensions of tacit practical wisdom, which is accentuated in the perception of practice. These are: 1) the existential-phenomenological dimension, 2) the life-historical dimension, 3) the dimension of inter-relational competence, and 4) the social dimension of learning. Our findings have significance and applicability for policymaking, professional training, and educational development, as well as wider research projects on professional learning and development.
... Conducted in a public secondary school in two months (Scanlon 2018; Noffke, & Somekh 2009;Pine 2008), this educational (Lewin, 1946;Collier, 1945) and practical (Berg, 2001) action research was anchored in the theory that socialization creates knowledge; (Vygotsky, 1978;Nonaka, & Takeuchi, 1995) discoverable (Whitehead, & McNiff, 2006) and can either be explicit or tacit knowledge (Polanyi, 1958). With two cycles, it followed O'Leary's (2004) action research cycle model with McNiff's (1988) sequence -plan, act, observe and reflect, which evaluates and alters in between the action being taken which is geared towards improved action implementation (Saifudin, Yacob, & Saad, 2016). ...
Carrying out classroom teaching and ancillary tasks is a daunting process of juggling one’s time and energy between classroom instruction and off-school endeavors. This practical action research cycle looked into the efficacy of DroP, “Drop-a-Photo,” in improving students’ usage of hypertext markup language (HTML) layout codes in creating a homepage every time I was away. All of the 16 subjects from Grade 10 Science, Technology, and Engineering (STE) class taking up ICT at a public secondary school during the school year 2018 – 2019 willingly participated in the study. Using participatory photography, they photographed the class, HTML codes, and homepage interfaces then sent them through the instant messaging application. Data collection included observation, documents, mobile photo-, photo-elicitation, and semi-structured interviews. Visual and conceptual content analysis was done via manifest and latent coding levels, augmented with frequency counts, and rank to analyze the numerical data. Findings revealed the intervention’s five grounds of efficacy namely, (a) evoke recoding, (b) facilitate distant supervision, (c) elicit time management, (d) forge a cooperative partnership, and (e) provide appreciation. This proved the efficacy of DroP as an instructional tool in the webpage layout at times when the teacher works outside the school. It also contributed to the expanding usage of the visual method as a research tool. Recommendations cover the application of this intervention in other subject areas to facilitate enhancement in its processes and provide information on its replicability.
... Contemporary teaching requires competent teachers who organize their work, encourage and motivate their students since teachers' competences influence the standards for their students' achievements. This means that modern teachers should design their classes and become researchers, advisors, programmers, pedagogical diagnosticians, therapists and educators of generations of young people (Noffke & Somekh, 2009). Vaughan and Burnaford (2015) made a list of resource materials for the period from 2000 to 2015, related to teachers' education, with a particular emphasis on the significance and goals of the activities conducted within the programmes for teachers' education. ...
A reflective practitioner is an active individual who explores the possibilities of solving problems in practice and who is characterised by being reflectively open to reexamining their own opinion. The authors of this paper start from the premise that the process of education, however consistent and well-founded it may be, is exposed to constant inspection and improvement. The aim of this research is to identify the teachers' skills needed for conducting action researches. This goal is accomplished by examining the possibility of connecting action researches with teachers' reflective practice. The methods used are the descriptive method, scaling technique and the Likert-type scale (AIRP). This scale examines the teachers' skills for conducting action researches and is based on five factors extracted by the factor analysis: diagnostic skills, attitudes towards action researches, data collecting skills, practical skills and skills needed for conducting action researches. This study involved 305 respondents from the territory of the Republic of Serbia. The obtained results show statistically significant differences between the teachers with long teaching experience and those with a few years of teaching experience, p<0.05. This research represents an attempt to change the current practice at the micro level with the purpose of initiating qualitative changes and improving teaching practice by means of action researches. Therefore, it will be possible to induce changes at the meso and macro level of the system of education.
... La consecución de esta finalidad parte del método de investigación-acción participativa, cuyos exponentes fundamentales son Fals Borda (1990), Foote (1991), Kemmis (1992), Villasnte (2002), Noffke & Somekh (2009) y Caballero, Martín y Villasante (2019). También experiencias de aplicación de la IAP en estudios de género desde el ámbito de las ciencias sociales (Orefice, 2014;Breckmans, Velasco & Loots, 2016), donde resultan destacables los casos de Berge & Ve (2000) y Naples (2003), los cuales aplican este método en el campo del feminismo. ...
ES. Las metodologías participativas en el ámbito docente universitario tienen especial relevancia considerando las últimas reformas legislativas en torno a los Espacios Europeos de Educación Superior (EEES). En este artículo se analizan las dinámicas de participación del alumnado y el profesorado universitario desde un enfoque de género dentro del marco de un proyecto de innovación docente, aplicado en diversas asignaturas y facultades de la Universidad Complutense de Madrid en el curso 2019-20. La metodología de esta iniciativa parte de un proceso de investigación acción participativa (IAP), que se ha desarrollado en tres fases: observación, autorreflexiones y propuestas de transformación. Tras el análisis de las dinámicas de clase, se ha evidenciado que existen desigualdades en la participación del alumnado en función del género, y a partir de éstas se proponen estrategias de mejora que promuevan una formación del profesorado universitario en igualdad.
EN. Participatory methodologies in the university teaching field have special relevance considering the latest legislative reforms around the European Higher Education Spaces (EHEA). This article analyzes the dynamics of partici-pation of students and university teachers from a gender perspective within the framework of a teaching innovation project, applied in various subjects and facul-ties of the Complutense University of Madrid (2019-20). The methodology of this initiative is based on a participatory action research (IAP) process, which has been developed in three phases: observation, self-reflections and transformation pro-posals. After the analysis of class dynamics, it has been shown that there are ine-qualities in the participation of students according to gender and from these, im-provement strategies are proposed that promote a training of university teachers in equality.
... Such research seeks to bring together action and reflection as well as theory and practice (Reason and Bradbury 2008) and is often done in collaboration between teachers and academic researchers (Kemmis 2009, Scott et al. 2012. In schools, action research could represent one way to study and improve teaching and learning for both students and teachers, as it is considered an effective way to contribute to the professional learning of teachers (Noffke and Somekh 2013). ...
A prominent phenomenon in education in Europe and internationally is the demand for research-based education, which is also the case in Sweden, the context of this study. Therefore, greater academic demands have been placed on teachers, which can present a distinctive challenge for teachers who were educated when teacher education prioritised practical teacher training rather than academic training. Therefore, it is especially important to explore what and how experienced teachers learn and develop when moving towards a research-based education. The theoretical framework builds on communities of practice and social learning. The empirical data consists of written reflections from 50 teachers in preschool, compulsory and upper secondary school, who participated in action research projects that aimed to help build research-based education. The findings show that the teachers’ professional learning entailed changes in the ways they think, act and relate to others in three areas: teaching, research and collaboration. The study offers insights into the importance of a professional development process being based on a bottom-up perspective, collaborative, context-specific and integrated in teachers’ work. Lastly, the study points to the benefit of engagement on multiple levels – principals, lead teachers, teachers and researchers – to achieve lasting success in building research-based education.
... This line embraces many types of practices usually based on educational contexts and institutions. Hence, it is common to find projects as based on primary, secondary or tertiary educational institutions focusing on the improvement of pedagogical practices or on particular issues that affect those institutions (Noffke and Somekh 2009). These research processes are influenced by the Action Research family. ...
Decolonial rhetoric has enveloped the South African academic world advocating for cognitive justice. Debates have increased exponentially, highlighting the complexities of the theme and the diversity of positionalities towards a decolonial solution. Thus, the imperative responsibility to explore the debates and participate in the active networks towards a partial solution has become clear. Therefore, this article explores the decolonial literature. It introduces the complexities of the epistemological field and upholds a pluri-versity of approaches. In this university converted into a pluri-versity, practices should be diverse in form and content, including knowledge systems historically excluded, but equally preserve those that, although imposed, should still be present for an ecology of knowledges. To do so, I argue that despite the use of African or indigenous methodologies being used as a way to decolonise research, we need to increase the use of participatory methodologies, in their diverse forms. Thus, diversifying our practices as researchers and combining them with traditional research practices is the only way to promote a pluriverse which is nurtured by diverse knowledge systems on our way towards decolonisation.
... Action research is based on collaboration between researcher and practitioner, and involves actions which call for planning, acting, observing and reflecting. This approach advocates method-pluralism and sensoric methods (Reason & Bradbury, 2001;Stringer, 2008;Noffke & Somekh, 2009;Pink, 2009;Nylund et al., 2010). In Study Two, participatory action research was used, which implies that I was closely involved in planning and, to a certain extent, conducting lessons. ...
Abstract
Title: Aesthetical experiences in direct nature meetings.
A phenomenological study on experiences of forest, plants and education
Author: Margaretha Häggström
Language: Swedish with an English summary
ISBN: 978-91-7963-010-2 (tryckt)
ISBN: 978-91-7963-011-9 (pdf)
ISSN: 0436-1121
Keywords: Aesthetical experiences, direct nature meetings, forest, plant blindness,
phenomenology, life-world, walk-and-talk-interviews, action research.
In a period of accelerated environmental change, a focus on how humans build embodied
relationships with the more-than-human world is a critical arena for pedagogical work. The
aim of this thesis is to elucidate people‘s lived experiences of being in the forest. The
research is directed at aesthetic experiences, as sensuous experiences, of encounters with
trees. The work is based on phenomenology and analyzed through hermeneutic
phenomenology. This doctoral thesis is part of the research project Beyond Plant Blindness:
Seeing the importance of plants for a sustainable world (The Swedish Research Council, dnr 2013-
2014) and entails a two-part study; one part conducted with adults who have a habit of
being-in-the forest and the other based in two primary school classes, using an outdoor
pedagogy approach.
The studies are presented through five articles. Article one frames an aesthetic and
ethical perspective on art-based environmental education and sustainability and aims to link
ethics, aesthetical environmental education and didactics with a phenomenological
approach. In this way it serves as the theoretical background for the empirical work to
come. Data for article two were collected using a questionnaire placed on a tree located in a
specific forest setting over the course of a year. The results highlight the intersubjectivity
and historicity of people's connections to a forest environment, and reveal that the
experience of ‗being‘ or ‗doing‘ in a forest produces a larger, more nuanced, response than
simply the experience in itself.
Data for article three were collected using ―walk and talk‖ interviews. Analysis reveals
that (a) childhood experiences seem to play a crucial role in adult experiences of forests; (b)
place-identity and sense of belonging are significant elements in how the participants define
themselves; (c) being-in-the-forest is connected to an active, exploring and moving body,
and that the connection with the more-than-human world of the case study forest is deeply
anchored, as part of the human body. This relationship appears to be shaped through a
8
process of constructing and reconstructing memories, practice and selfhood, and can, it
seems, last a lifetime.
Article three and five builds on action research with two teachers, who planned and
designed a Storyline with the aim of giving their students opportunities to discover the
intrinsic value of plants, by meeting with trees and slowly becoming trees. In a posthumanist
sense, this approach rejects the notion of human as an ontological given,
disembodied and separate from the kingdom of plants. Students de-homogenized plants by
transforming themselves into trees, thus an inverted anthropomorphization was
implemented. This second part of the thesis contributes new perspectives on the emerging
relationship between young students and trees initiated through authentic meetings in
which such relationships developed. Thus, the result can be used in didactical discussions
on concrete, pedagogical and philosophical levels. In the long term, such relationships
could have a positive impact on human connections to plants, the basis of much of life on
Earth.
... I første fase av prosjektet var semistrukturerte intervju eit viktig forskingsinstrument. Det tyder at intervjuguiden ikkje blei fylgt strengt under intervjua, men blei justert i møte med informantane sine innspel.Forskingsdesignet er inspirert av aksjonsforsking(Noffke & Somekh, 2009) og didaktisk designforsking (McKenney & Reeves, 2012). Det overordna forskingsdesignet er organisert rundt fire kjerneprosessar: 1) Engasjera og analysera; 2) Designa og prøva ut; 3) Evaluera og validera; og 4) Spreia og implementera. ...
... A IA é uma metodologia cada vez mais utilizada devido à sua abrangência, pois promove a criatividade e o pensamento crítico, tentando superar o dualismo existente entre a teoria e a prática (Noffke e Somekh, 2009;Marques, 2016). A IA pode ser descrita como um conjunto de metodologias de investigação que englobam ação e investigação em simultâneo, baseando-se em processos cíclicos que alternam entre ação e reflexão crítica, ou seja, no decorrer dos ciclos é realizada uma reflexão sobre a temática em causa e vai-se melhorando (ação) nos ciclos seguintes, com base na experiência adquirida anteriormente, podendo torna-se um processo aberto (Coutinho et al., 2009;Marques, 2016). ...
É unânime o impacto das tecnologias e sistemas da informação na vida das organizações, não existindo praticamente nenhuma organização que não as utilize. Um exemplo são os sistemas ERP, tipicamente constituídos por uma base de dados central e módulos aplicacionais, como os módulos de "Contabilidade e Finanças" e de "Reporting", de suporte ao Controlo de Gestão. Este artigo apresenta evidências desta realidade a partir de um estudo de caso, da utilização de um sistema ERP no suporte ao Controlo de Gestão, no departamento financeiro de suporte às startups do grupo Critical Software. Como resultados verifica-se que o sistema ERP suporta os principais processos das startups, tais como, compras, vendas e orçamentação, tanto ao nível do registo, como ao nível da obtenção de indicadores, tais como, quota de mercado, volume de negócios, Economic Value Added, Return On Investment e Cost Performance Index, permitindo o acompanhamento da avaliação e desempenho das startups.
... This article presents a project of educational action research (Noffke and Somekh 2009), which is strongly connected with the collaborative work of university lecturers, university students, teachers, social workers, and other actors in the field. It represents a reflection of the common vision of practitioners and researchers to investigate, change and improve pedagogical practice. ...
In the year 2015, Austria was one of the main European destinations of displaced persons. According to education authoritiesaround 15,000 children with a forced migration background of school age who arrived in Austria over the course of a few months from late2015 to the beginning of 2016 called for immediate and partly temporary solutions. Due to Austrian legislation and unlike other countries,every child living in Austria between the ages of six to fifteen (or for nine years of schooling) is entitled to receive compulsory education. Though the school administration of Vienna generally promotes an inclusive approach to education in regular schools, schools inneighbourhoods with a large refugee population were reportedly unable to provide appropriate and adequate education for all children. Inresponse, the local school authority in Vienna decided to establish temporary classrooms in refugee accommodations. This article describesand analyses the emergence of new educational structures from the point of view of university students and lecturers who took part in theone and a half years of its implementation. The article thereby aims to document specific perspectives on educational emergency measuresat a certain point of time. In both the primary and secondary sectors, the emergence of a new temporary field of specialised and exceptional education were observed and recorded in a thick description of dynamic processes of trans-institutional, trans-organisational, transprofessional, communal, and individual development. Thus, the article presents a multifaceted picture of problems in refugee education under exceptional circumstances. The findings illustrate how insufficient educational opportunities for those falling outside the age of compulsory schooling – in particular, preschool children as well as youth older than fifteen – diminish possibilities for the inclusion of these children within and beyond education.
... Research positions and objectives change during research and particularly in narrative inquiry (Trahar, 2011). Action research has a long history in education and there are a wide number of approaches (see Noffke, 2009;Kemmis, 1988). At the outset of the research I wished to involve students in collaborating though I discovered insider research in higher 1 Under erasure or 'sous rature' is a deconstructive posture adopted by Derrida (1976) from Heidegger (1993). ...
Arts based narrative inquiry into learning
... Nowadays, there is hardly any book or handbook that claims to discuss educational research that does not discuss action research (see for example Adams, 2010;Cohen et al., 2007;Creswell, 2012;Denzin & Lincoln, 2011;Dornyei, 2007;Lodico et al., 2010). There are also to date two main action research handbooks; one of them is dedicated to educational action research (Noffke & Somekh, 2009;Reason & Bradbury, 2008 with the first edition in 2001). In education, action research has become more institutionalised and mainstreamed in both undergraduate and postgraduate degrees (Koshy, 2005;Ponte et al., 2004). ...
This study investigates how a UK Secondary School introduced inquiry as a form of teacher professional development and focuses on the levels of engagement by the teachers in this type of development activity. The approach taken in this investigation centres on a qualitative case study focusing on a deep understanding of teachers' beliefs, conceptions and experiences of inquiry engagement. Data was collected over an academic year by interviewing nine teachers and a senior member of the school leadership team at different stages throughout the academic year; by observing teachers in some of their classes and the staffroom; and by collecting internal documents and external public reports related to the school and the inquiry programme. The data was analysed using thematic coding which facilitated the identification and comparison of significant themes across all data sets. Findings from the research reveal that despite the school's attempts to engage teachers in inquiry, the latter found it challenging to do so due to various factors. The analysis reveals the emerging factors of the conceptualisation of inquiry, availability of resources and ownership of the inquiry initiative and the impact of school culture on teachers' inquiry engagement. The question of the appropriateness of inquiry as a form of professional development and the way it is facilitated in school emerges as a key theme. The study claims three main contributions to the field of teacher inquiry. Firstly, it proposes incorporating a micropolitical perspective of the school culture to investigate the realities of teachers' inquiry work. The study argues through empirical illustration that such a perspective is likely to provide us with invaluable insights necessary to understand teachers' conceptualisation of inquiry and their inquiry engagement. Secondly, this study proposes a categorisation of various types of teachers' inquiry engagement. Such categorisation is likely to help us understand how and why teachers engage in inquiry and therefore the best ways to facilitate this type of professional development. Finally, the current study advances a framework illustrating various processes, interacting factors and main considerations in the context of inquiry as a form of professional development for teachers. The framework explains how teachers respond to an inquiry programme and the conditions that facilitate their inquiry engagement or otherwise. This contribution has practical implications for schools and practitioners interested in undertaking inquiry as a form of professional development. It is argued that the practical implications are likely to improve the planning and implementation of inquiry programmes in schools.
The goal of this work was to explore ways, within an existing engineering curriculum, to address the culture of disengagement by challenging the dominant engineering mindset. We conducted Collaborative Action Research to explore the implementation of Transformative Learning pedagogies in a Human-Centered Design context to understand how students make meaning of engineering contexts that involve unique sociotechnical considerations. Findings suggest that introducing students to such contexts allows them to use other points of view which can challenge the dominant engineering mindset and promote openness to the social nature of engineering, resulting in a more informed understanding of the nature of engineering overall. Furthermore, adopting Transformative Learning Theory as a framework for understanding and interpreting how the points of view students utilize can address the culture of disengagement by challenging the dominant engineering mindset. A framework connecting students’ points of view to their understanding of the nature of engineering is provided.
The increasing presence of pupils with special educational needs in the mainstream classroom is heightening the requirement for teachers to differentiate their practice for the expanding range of needs. This study focusses on one special educational need, Autistic Spectrum Disorder (ASD), in the Modern Foreign Languages (MFL) classroom: a largely unexplored area of research. Focussing on one Year 7 French class, including 2 learners with ASD, in a British comprehensive secondary school, this paper seeks to look at the impact of suggested strategies for facilitating the learning of pupils with ASD in the MFL classroom. A scheme of work was developed, and differences in engagement and attainment were measured throughout. Findings suggest that the benefits on attainment are significant, both for learners with ASD and ‘neurotypical’ learners. Engagement of the class also improved over the intervention.The study opens up possibilities for future research, including the potential benefit of MFL learning for pupils with ASD, and it highlights the need for a set of comprehensive guidelines for ASD in the MFL classroom.
La constatación de que el género importa en educación debe acompañarse de investigaciones que, además de centrar la mirada en las interacciones cotidianas del alumnado, sean capaces de aportar agencia para convertirles en protagonistas de la identificación y gestión de las desigualdades que les atraviesan. Ante este reto, la investigación acción educativa (IAE), se antoja una herramienta propicia que, sin renunciar al rigor científico, trata de trascender la lógica hegemónica de investigar que entiende de objetos de investigación, para conformar sujetos investigadores. Si esta propuesta metodológica de investigación orientada a la acción se acompaña del marco interpretativo de la teoría feminista, las técnicas de investigación cualitativas desplegadas en clave de proceso pueden afinar en el diagnóstico sobre cómo las normas de género afectan a un tratamiento que perjudican a las alumnas en las aulas de educación superior. Sobre esa atalaya, el alumnado puede pronosticar herramientas de gestión que se asienten en sus propias vivencias, intereses y capacidades. El modelo que se presenta muestra la experiencia desplegada en la Facultad de Ciencias Sociales y de la Comunicación de la Universidad del País Vasco / Euskal Herriko Unibertsitatea (UPV/EHU) desde 2018, y pretende ejemplificar la epistemología, organización y desarrollo de una herramienta que puede ser extrapolada a otros entornos y problemáticas.
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Implementing collaborative action research (CAR) is recognized as an effective strategy for transforming professional practice through evidence-based methods. How can CAR be carried out online, and how is data collected through digital methods? This case study will address these aspects in the context of a CAR, international professional development (PD) project, which was designed to be implemented in a face-to-face setting in Jamaica but was redesigned to be conducted online due to the COVID-19 pandemic. The three lead researchers/professional development facilitators, two from Canada and one from Jamaica, present a CAR framework for online professional development and discuss the methodological and practical challenges experienced during the virtual implementation of the CAR. The goal of the project was to support university faculty who were teacher educators enhance their teaching practices. The PD supported them to incorporate inquiry-based learning in teaching, and they were provided with guidelines for conducting action research on personal teaching practice. The case study provides insights into the affordances and limitations of digital technologies for conducting CAR online and collecting data, and it sheds light on some of the ethical considerations and dilemmas encountered during the study.
In 2020, because of a pandemic and the subsequent necessary and immediate pivot to online and distance education, physical art and design studio learning dispersed and instantly became (and, it can be argued, irreversibly) remote via a range of university-approved digital platforms. This article examines a study conducted after distance education had been universally implemented in one college of art in Australia. The data analysis highlighted inconsistency across art and design student engagement. Generally, students who were situated in the later years of their degree programmes fared better than first year students new to the processes, practices and socialisation of studio learning. This article evaluates the differences in student engagement online and proposes strategies for reflective teaching when interacting with students remotely.
In this preliminary study, the concept of transcreation is discussed within advertising and marketing communication. We review the strategies that web marketing uses to approach potential clients and how these should be the basis of transcreation. Finally, several cases are analyzed contrasting the transcultural differences. To this end, a series of websites of companies specializing in the dental sector and the videos they include have been selected. The results show, on the one hand, the limited use that these websites make of multimedia information as well as the limited ability to adapt to other languages and cultures. It concludes the need for multidisciplinary marketing teams that integrate translators in order to elaborate transcreted resources. This would revert in a better communicative result from the perspective of online transcultural marketing.
Play is a core resource for how children learn. Yet current efforts to bring playful learning into schools often neglect the role adults play in embracing and modeling playfulness. This paper presents findings from a collaboration between the International School of Billund, Denmark, and Project Zero, a research organization at Harvard Graduate School of Education. The study examined Playful Participatory Research (PPR), an emergent qualitative methodology that is both teacher research and a professional development (PD) approach. Drawing on interviews with 21 teachers across the school, we found that PPR positively affects: attitudes towards PD; teachers’ self-perception and identity; incorporation of play into teaching; and overall school culture. Implications suggest that school leaders who aspire to support learning through play in schools should design adult learning environments that mirror the playful learning environments they desire for children, by providing time, resources, and encouragement for playful teacher research and PD.
This paper analyzes teachers’ motivations and expectations when engaging in action research and relates these to the process outcomes and to the broader evidence movement in education. The theoretical framework builds on research on motivations for teaching and engaging in action research. The empirical data consisted of 50 written teacher reflections completed on two occasions within the action research and teachers’ oral presentations using PowerPoint slides. The outcomes regarding individual and collegial professional learning corresponded well to the teachers’ expectations. However, the relationships with their principal, and also with the researcher, developed more than had been expected. Also, the teachers saw evidence of student/child learning in line with the intentions, but the fact that social and emotional learning was, ultimately, more visible, was unexpected. This study shows that action research, based on an evidence-informed perspective, plays an important role when teachers are building a research-based education, in a context where evidence-based teaching is promoted. Implications of this study include: the importance of establishing fair conditions for teachers’ voluntary engagement in action research; highlighting intentions in the beginning, and throughout the process, which increases the probability of achieving the expected outcomes; and promoting teacher-driven processes.
THE SEARCH TO IMPROVE achievement in literacy is worldwide. Success is seen as an important social and cultural marker. Contemporary scholars discuss the importance of children's social interactions as they co-construct literacy learning. As early childhood educators play a role in children's communities, their knowledge and literacy teaching and learning approaches are important, and the focus of this paper. Practitioner research, using a literacy environment rating scale and photostories, was used to focus on change in early literacy environments. I share the methods, processes, strategies and approaches for strengthening practice to offer support for others planning and implementing practitioner research or early literacy-focused projects. Action research, accompanied by the use of the mediating artefacts of the scale and photostories, was found to be a useful methodology for change in literacy learning environments, but was not without challenges.
Participatory research (PR) encompasses research designs, methods, and frameworks that use systematic inquiry in direct collaboration with those affected by an issue being studied for the purpose of action or change. PR engages those who are not necessarily trained in research but belong to or represent the interests of the people who are the focus of the research. Researchers utilizing a PR approach often choose research methods and tools that can be conducted in a participatory, democratic manner that values genuine and meaningful participation in the research process. This article serves as an introduction to participatory research methods, including an overview of participatory research, terminology across disciplines, elements that make a research method participatory, and a model detailing the choice points that require decisions about which tools and methods will produce the desired level of participation at each stage of the research process. Intentional choices of participatory research methods, tools, and processes can help researchers to more meaningfully engage stakeholders and communities in research, which in turn has the potential to create relevant, meaningful research findings translated to action.
This chapter presents an inquiry graphics design-based and action research in higher education, via two case studies with small groups of MA students on a programe in technology-enhanced learning and a module in educational psychology, Projects 2 and 3. This empirical chapter describes an inquiry graphics pedagogy and fine grain analysis of student artefacts ( reflective narratives coupled with student created or found images) to understand the acts of thinking and learning that such an activity mediates, and its potential for concept idea generation, deep and critical reflection. This reflection included some of the key concepts in educational psychology (e.g. constructivism or cognitive load). The chapter will be of value to anyone interested in or considering visual and multimodal learning and pedagogy, wishing to do or already doing design-based and action research.
Por cerca de 50 anos, os educadores de ciências vêm promovendo a educação sobre as relações entre os campos da ciência, tecnologia, sociedades e ambientes ('CTSA'). Embora ajude os alunos a entender a inter- e/ou transdisciplinaridade da ciência e controvérsias relevantes, a educação CTSA geralmente parece muito apolítica. À luz das dificuldades de muitos governos em lidar com danos, como os causados pelas perturbações climáticas que parecem associadas às redes pró-capitalistas globais, parece claro que os educadores em ciências precisam incentivar e permitir que os alunos analisem criticamente as relações CTSA, desenvolvam e adotem ações para enfrentar danos que elas determinam. Embora os educadores tenham tido alguns casos bem sucedidos nesse sentido, eles geralmente são restritos a contextos relativamente raros. Entre os 'bloqueios' para o seu sucesso, parece que as abordagens de educação STEM (Ciência, Tecnologia, Engenharia & Matemática) e de aprendizagem baseada em investigação (IBL) são particularmente poderosas. Em nosso estudo relatado aqui sobre os esforços de quatro professores de ciências para incentivar/permitir o envolvimento cívico ativo e crítico, parece que, embora a educação STEM e a IBL continuam limitando, os professores comprometidos podem desenvolver abordagens inovadoras para alcançar esses objetivos.
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