Action Research: towards the next generation

Noffke, Susan E.

doi:10.1080/0965079940020102

Cited by 13 publications

(19 citation statements)

References 18 publications

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“…The systematic build-up process fostering the development of equal roles as envisioned by both Altrichter & Gstettner (1993) and the participatory action research model (Eilks & Ralle, 2002) were increasingly noticeable during this period of the project. As suggested by Noffke (1994) and Dickson & Green (2001), this aided greatly in dismantling the obstacles and hierarchical attitudes existing between participants and researchers at the start. Even during the switch to this interactive, participatory mode, clear signs of nascent teacher emancipation became clear, at least when dealing with authorities from outside the immediate group (textbook authors, writers for teachers' journals, governmental regulators).…”

Section: Accompanying Research On Teachers Professional Developmentmentioning

confidence: 94%

Different Types of Action Research to Promote Chemistry Teachers’ Professional Development—a Joined Theoretical Reflection on Two Cases From Israel and Germany

Mamlok‐Naaman

Eilks

2011

Int J of Sci and Math Educ

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Action research is defined as using research activities to develop concrete societal practices. Action research understands the change of practice as being already a central aim of the research process itself, and it also seeks to contribute to the professional development of all participants in the particular field of study. Even though (or maybe even because) action research has a long history in the literature, there is a wide variety of interpretations of it. These range all the way from research supportive, via interactive, to emancipatory approaches. There is also a broad range of objectives covering both improving professional environments and generating results of general interest. This paper explores the spectrum of justifications given for action research with a specific focus on science education. Two completely different examples of action research selected from Israel and Germany help illustrate the diversity of the topic. The Israeli case focuses primarily on the professional development of a group of teachers; the German example hones in on the development of suitable curricula and lesson plans for wide dissemination. Comparison of these two projects is embedded in a theoretical framework which categorizes the different action research modes and contemplates teachers' professional development. The aim of this paper is to reflect upon the common potential inherent in differing forms of action research on science education, including the aspect of professional development among teachers.

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Section: Accompanying Research On Teachers Professional Developmentmentioning

confidence: 94%

Different Types of Action Research to Promote Chemistry Teachers’ Professional Development—a Joined Theoretical Reflection on Two Cases From Israel and Germany

Mamlok‐Naaman

Eilks

2011

Int J of Sci and Math Educ

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“…Varying accounts of the origins and nature of action research can be found in [23,24,30,39,47,51,64,73], and others. They tend to identify philosophical, disciplinary and political motives of particular leaders sensitive to human needs in a particular context in which they are seeking a beneficial change, either in a situation or a system.…”

Section: What Is Action Research?mentioning

confidence: 99%

Action Research—a Necessary Complement to Traditional Health Science?

2007

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There is continuing interest in action research in health care. This is despite action researchers facing major problems getting support for their projects from mainstream sources of R&D funds partly because its validity is disputed and partly because it is difficult to predict or evaluate and is therefore seen as risky. In contrast traditional health science dominates and relies on compliance with strictly defined scientific method and rules of accountability. Critics of scientific health care have highlighted many problems including a perpetual quality gap between what is publicly expected and what is deliverable in the face of rising costs and the cultural variability of scientific medicine. Political demand to close the quality gap led to what can be seen as an elitist reform of policy on UK health research by concentrating more resources on better fewer centres and this may also have reduced support for action research. However, incompetent, unethical or criminal clinical practice in the UK has shifted policy towards greater patient and public involvement in health care and research. This highlights complementarity between health science and action research because action research can, as UK health policy requires, involve patients and public in priority setting, defining research outcomes, selecting research methodology, patient recruitment, and interpretation of findings and dissemination of results. However action research will remain marginalised unless either scientific research is transformed generally into a more reflective cycle or there is increased representation of action research enthusiasts within the establishment of health R&D or current peer review and public accountability arrangements are modified. None of these seem likely at this time. The case for complementarity is illustrated with two case studies.

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“…AR began with the intention of improving the quality of life and the betterment of people's working conditions. Its major contribution was to focus human action on the reduction of prejudice and the fostering of democracy (Noffke, 1994). These ideas became the source of multiple interpretations.…”

Section: Action Researchmentioning

confidence: 99%

“…Carr and Kemmis (1986) characterized AR as "simply a form of self-reflective enquiry undertaken by participants in social situations in order to improve the rationality and justice of their own practices, their understanding of these practices, and the situations in which the practices are carried out" (p. 162). Price and Valli (2005) and Noffke (1997) Having its origins in the early 1900s, the history of AR is a source of scholarly inquiry and many researchers have traced AR to its inception to figure out the great variety of its forms (Noffke, 1994(Noffke, , 1997Noffke & Somekh, 2009). AR began with the intention of improving the quality of life and the betterment of people's working conditions.…”

Section: Action Researchmentioning

confidence: 99%

The Impact of Action Research on the Professional Development of Foreign Language Teaching Educators

Sánchez

Vasquez

Mosquera

2015

Colomb. Appl. Linguist. J

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In this article, we report the final results of a multiple case study that brought together the experiences and reflections of student teachers, cooperating teachers, and advisors about the action research process within the framework of the academic practicum in a foreign language teaching program. Through observations, interviews, focus groups, and research report analyses, the researchers recognized the personal, professional, and political dimensions that guide participants' teaching and research actions. Findings shed light on issues such as collaboration and engagement to promote conversations that actually connect life in schools and life at the university, and to support continuous learning for teachers. The insights we gained evidenced that the teachers, students, and administrators in the teaching program and their colleagues in the public schools need to strengthen their links through proposals of experiential learning which promote joint efforts, symmetric relationships, and expertise co-construction; thus, enabling all participants to validate their process as individuals, as members of educational institutions, and as key actors in promoting and sustaining a better society.Keywords: action research, case study, teaching practicum ResumenEste artículo presenta los resultados finales de un estudio de caso múltiple sobre las experiencias y reflexiones de los practicantes, los profesores cooperadores y los asesores universitarios sobre la investigación acción en el marco de su práctica docente. Por medio de observaciones, entrevistas, grupos focales y análisis de trabajos de grado, los investigadores reconocieron las dimensiones personales, profesionales y políticas que guían las acciones pedagógicas e investigativas de los participantes. Los resultados permiten tener pautas claras sobre asuntos como la colaboración y el compromiso, para mantener una comunicación que conecte realmente la vida en las escuelas con la vida en la universidad, fortaleciendo nuestro aprendizaje continuo como maestros. Los resultados evidencian que los profesores, estudiantes y administradores de la Licenciatura y sus colegas en las escuelas públicas necesitan fortalecer lazos a través de propuestas que promueva esfuerzos conjuntos, relaciones simétricas y co-construcción de experticia, con el fin de validar y reflexionar sobre sus procesos como individuos, como miembros de instituciones educativas y como agentes claves para mantener y promover una mejor sociedad. R E S E A R C H A R T I C L E SPalabras clave: investigación acción, estudio de caso, práctica académica

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Action Research: towards the next generation

Cited by 13 publications

References 18 publications

Different Types of Action Research to Promote Chemistry Teachers’ Professional Development—a Joined Theoretical Reflection on Two Cases From Israel and Germany

Different Types of Action Research to Promote Chemistry Teachers’ Professional Development—a Joined Theoretical Reflection on Two Cases From Israel and Germany

Action Research—a Necessary Complement to Traditional Health Science?

The Impact of Action Research on the Professional Development of Foreign Language Teaching Educators

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