Action Research in Education

Hines, Mary Beth; Henze, Adam; Ivanova, Christina; Rowland, Leslie S.; Waggoner, Lottie; Lisak, Maria

doi:10.1093/obo/9780199756810-0140

Cited by 6 publications

(5 citation statements)

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“…Applied to an educational setting, action research involves participants conducting inquiry into their practices to ensure improvement in teaching and learning programs and to create impact on the local policy and practices [5]. In line with this assertion and in constructing the WIL framework as depicted in Figure 1, are three main stakeholders (the student, the HEI and the industry), considered the participants with shared common goal in what [22] viewed as a community of practice.…”

Section: Methodsmentioning

confidence: 99%

“…Taking inspiration from the latter on the philosophy of community of practice, [59] argue that it allows for engagement and collaborative relationship and for development to flourish. Scholars note that action research encourages shared goals towards educational change [5] improves the research subjects' capacities in problem-solving, skills development, self-determination, functioning and decision-making processes [6] enables transformation of action to practice [68], and improves practice as part of the process of change. These insights support [27] assertion of a positive interplay involving action research, curriculum and learning.…”

Section: Methodsmentioning

confidence: 99%

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Embracing the Fourth Industrial Revolution: The Effectiveness of Work Integrated Learning

Okeke-Uzodike¹,

Anwana²

2020

ujer

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Section: Methodsmentioning

confidence: 99%

Section: Methodsmentioning

confidence: 99%

Embracing the Fourth Industrial Revolution: The Effectiveness of Work Integrated Learning

Okeke-Uzodike¹,

Anwana²

2020

ujer

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“…This study has not included the supervision of teacher educators' practices nor of future teachers, namely in their teaching practices, which is in the actual schools where they will continue to develop their knowledge. Thus, another way to pursue research would be to develop action-research participative projects in collaboration between teachers and educational researchers, as also referred by Hines et al (2016). If the collaboration between teachers and educational researchers is to be relevant, it should attempt to develop teachers' ownership (Valdmann et al, 2020), that is, making teachers competent and responsible to pursue their educational practices, making them authors of their professional knowledge construction and development.…”

Section: Final Considerationsmentioning

confidence: 99%

Physics Education and Sustainable Development: A Study of Energy in a Glocal Perspective in an Angolan Initial Teacher Education School

Malavoloneque¹,

Costa

2022

Front. Educ.

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Education is a key element to address sustainable development goals (SDG). This is particularly relevant in developing countries (e.g., Angola) where politicians signed agendas (2030 and 2063), but their commitment is far from expected. One issue of these agendas is the sustainable production and use of energy, where Angola faces a serious situation given the strong petroleum dependence and the weak use of alternative energy resources. Despite recent national policies, physics education in Angola is characterized by traditional practices. Therefore, this study questions how electric energy may be taught in a physics course of an initial teacher education program to develop teacher educators’ conceptions and practices. Empirically, the study included a case study (CS) in a physics course for future physics teachers in an Angolan school and an exploratory study (ES) 1 year later. Data collection used a variety of techniques and instruments in the CS (e.g., documental analysis, questionnaire, and physics teachers’ documents produced in an intervention action where a didactic sequence about energy was negotiated) and, in the ES, a focus group with physics teachers involved in the CS. Data were treated by statistics and content analysis. Although the results cannot be statistically generalized, they suggest that: with the traditional approach, the future teachers learned academic concepts, but do not know/nor see the importance of local energy resources and do not value their role as active citizens; the teacher educators agreed with the didactic sequence to improve their teaching; 1 year later, teachers referred to have changed their practices. Recommendations pointed to promoting teacher professional development in order to contribute to the SDG and educational research as a collaborative process to support and sustain new practices.

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“…The basic idea of action research in education is that it is conducted in practice with the collaborative involvement of relevant stakeholders (i.e., researchers and teachers) and is designed to build on and contribute to both educational research and practice [32]. It aims to facilitate a shift from teacher-centered to student-centered teaching [33] and involves participants in conducting research on their own practice to improve teaching and learning, practices, and programs [34]. Importantly, the researcher is also a participant in the activities (ibid.…”

Section: Participatory Action Researchmentioning

confidence: 99%

Scientific Holism: A Synoptic (“Two-Eyed Seeing”) Approach to Science Transfer in Education for Sustainable Development, Tested with Pre-Service Teachers

Zeyer

2024

Sustainability

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This paper presents a synoptic (“Two-Eyed Seeing”) approach to science transfer in Education for Sustainable Development (ESD), based on an ontological framework inspired by two related concepts from Western philosophy (Sellars’ synoptic view) and indigenous wisdom (Two-Eyed Seeing). It was tested and further developed in a participatory research process with first year student science teachers. The results show that this model can support a balanced approach between a scientific and a holistic perspective at each stage of the teaching process—preparation, implementation and assessment—and help to integrate sustainability issues consistently into science lessons. In the course of the research process, the model has developed into a viable educational tool that distinguishes between a person-oriented lifeworld image and a things-oriented scientific image and guides the systematic transfer between the two images. It promotes students’ reasoning and scientific practice as well as their identity formation and community interaction, two equally important issues in ESD of today. The pre-service teachers were careful to close the loop, as they put it, between the two images. They saw health and environmental issues as particularly helpful in realising scientific holism. The pre-service teachers interpreted the role of the teacher as a facilitator or mediator between the two images rather than as an expert and advocate of a one-sided scientific image of the world. The model may be of general interest to teachers and researchers who design, implement, evaluate and investigate ESD activities. The potential use of the scientific holism framework and the synoptic (“Two-Eyed Seeing”) tool for science transfer in public and political sustainability discourse is also discussed.

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Action Research in Education

Cited by 6 publications

References 0 publications

Embracing the Fourth Industrial Revolution: The Effectiveness of Work Integrated Learning

Embracing the Fourth Industrial Revolution: The Effectiveness of Work Integrated Learning

Physics Education and Sustainable Development: A Study of Energy in a Glocal Perspective in an Angolan Initial Teacher Education School

Scientific Holism: A Synoptic (“Two-Eyed Seeing”) Approach to Science Transfer in Education for Sustainable Development, Tested with Pre-Service Teachers

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