Collaborative and action research within education &amp;#8211; A Nordic perspective

Rönnerman, Karin; Salo, Petri

doi:10.18261/issn1891-5949-2012-01-01

Cited by 44 publications

(11 citation statements)

References 13 publications

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“…The research methodology is based on design-based research (DBR; Brown, 1992;Barab and Squire, 2004;Anderson and Shattuck, 2012;Ørngreen, 2015;Ejsing-Duun and Skovbjerg, 2018;McKenney and Reeves, 2018;Jørgensen et al, 2021), action research (Rönnerman and Salo, 2012) and ethnographic interventions and experiments (Akama et al, 2018;Criado and Estalella, 2018). The overall purpose of using this methodology is to be able to research and develop playful processes in collaboration with pedagogues by using design processes.…”

Section: Research Context and Methodologymentioning

confidence: 99%

Play in School – Toward an Ecosystemic Understanding and Perspective

Skovbjerg

Sand

2022

Front. Psychol.

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Based on a design-based research project and long-term observations of children’s play in school, this article develops the concept of play order, which points to interaction, coherence and holistic orientation as central values for the approach to play in school. Through concrete empirical analysis, the article shows how play in school is established and maintained, and how school as context interacts with play, which is often in ways that undermine the space and opportunities play is given. Based on existing research, the article is critical of the tendency to accord a secondary role to play in school or to instrumentalize play as a didactic tool for learning. The article links to existing play theory, but at the same time develops the concept of play order, through an ecosystemic understanding, which makes it possible to look holistically at how play in school can be integrated and provided for. Considering that more and more pedagogues are working in schools and directly involved in teaching, and afterschool clubs (SFO) are increasingly handling schooling tasks, the authors of the article argue that play is worthy of recognition in both practice and theory.

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Section: Research Context and Methodologymentioning

confidence: 99%

Play in School – Toward an Ecosystemic Understanding and Perspective

Skovbjerg

Sand

2022

Front. Psychol.

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“…Niðurstöður fyrri rannsókna styðja þetta því þar kemur fram að þátttakendur telja helsta ávinning starfendarannsókna vera eigin starfsþróun, baetta starfshaetti og jákvaeð áhrif á nám og vellíðan barna (Agnes Gústafsdóttir og Ingibjörg Ósk Sigurðardóttir, 2020;Araújo, 2012;Banegas o.fl., 2013;Catelli o.fl., 2000;Daníel Steingrímsson og Kristín Karlsdóttir, 2020;Gibbs o.fl., 2016;Gordon, 2008;Hjördís Þorgeirsdóttir, 2016;Ívar Rafn Jónsson, 2008;Jóhanna Einarsdóttir, 2013Rönnerman og Salo, 2011;Walton, 2011). Niðurstöður starfendarannsókna sem gerðar voru á Íslandi og í Finnlandi sýndu til daemis að kennarar sögðust hafa náð að vinna að eigin starfsþróun í gegnum rannsóknarferlið (Ingibjörg Ósk Sigurðardóttir og Jóhanna Einarsdóttir, 2016;Juutinen og Viljamaa, 2016).…”

Section: Starfendarannsóknir Til Starfsþróunarunclassified

“…Fyrri rannsóknir sýna að helstu áskoranirnar sem þátttakendur í starfendarannsóknum upplifa eru tímaleysi og það að gera rannsóknina hluta af daglegu starfi (Gillberg, 2011;Hrafnhildur Eiðsdóttir, 2013;Ingibjörg Ósk Sigurðardóttir, 2013;Jóhanna Einarsdóttir, 2014;Rönnerman og Salo, 2011). Kennarar í rannsókn Angelides og félaga (2008) hraeddust það meira að segja að tíminn sem faeri í starfendarannsóknina taeki af tíma þeirra í kennslu.…”

Section: Starfendarannsóknir Til Starfsþróunarunclassified

Starfendarannsókn til starfsþróunar leikskólakennara: Ávinningur og áskoranir

Sigurðardóttir

2023

TUUOM

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Starfendarannsóknir eru rannsóknir sem gjarnan eru gerðar af starfandi kennurum og stundum í samstarfi við utanaðkomandi aðila. Markmiðið er að breyta og bæta starf og starfshætti og hefur nálgunin reynst vel fyrir starfsþróun kennara. Í þessari rannsókn unnu sjö leikskólakennarar að eigin starfsþróun í nánu samstarfi við einn háskólakennara. Í greininni er gerð grein fyrir ávinningi og áskorunum sem þátttakendur upplifðu í gegnum ferli starfendarannsóknarinnar. Niðurstöðurnar sýna að leikskólakennurunum fannst ferlið hafa haft jákvæð áhrif á starfsþróun þeirra, á starfið í leikskólanum og á nám og velferð barnanna. Helstu áskoranir tengdust tímaskorti, óvissu um rannsóknarferlið og hvernig væri hægt að hafa áhrif á starfið í leikskólanum í heild. Samstarf við háskólakennara var talið lykilatriði fyrir velgengni í rannsóknarferlinu, auk samstarfs kennara innan leikskólans.

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“…The research circles is a way to organize a cooperation between practitioners and researcher for the purpose of finding a solution of a problem. In can be characterized as a 'collaborative action research' (Wells 2009;Rönnerman and Salo 2012) and as 'participatory action learning and action research' (Zuber-Skerritt 2018).…”

Section: The Research Circle As Action Researchmentioning

confidence: 99%

Bridging the gap between research and practice: how teachers use research-based knowledge

Wahlgren

Aarkrog

2020

Educational Action Research

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The article analyses how research-based knowledge is used in practice in an action research project about student dropout. The action research is conducted as research circles with a systematic and organised cooperation between researchers and practitioners, i.e. college teachers. Based on interviews with the teachers, we found that research-based knowledge was used in several ways: as concepts for discussing real-world experiences, as confirmation of the teachers' practical experiences, as a frame for understanding of praxis, as a way of informing action, as a way of conducting research activities , and as a legitimation of the importance of the practitioners' performance in their daily work. The teachers used knowledge from previous research as well as knowledge developed during the course of the project. We found that research-based knowledge seems to be more useful for talking about and understanding practice than for guiding practical action. In order to improve the impact of research-based knowledge on practitioners' actions, researcher together with practitioners should translate research-based knowledge and theoretical concepts into the practice. The translation process concerns specifying how practitioners apply this knowledge in developing their actions. Consequently, action researchers should as part of the research project allocate time -in corporation with practitioners -to transform research-based knowledge into practical actions.

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Collaborative and action research within education – A Nordic perspective

Cited by 44 publications

References 13 publications

Play in School – Toward an Ecosystemic Understanding and Perspective

Play in School – Toward an Ecosystemic Understanding and Perspective

Starfendarannsókn til starfsþróunar leikskólakennara: Ávinningur og áskoranir

Bridging the gap between research and practice: how teachers use research-based knowledge

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Collaborative and action research within education &#8211; A Nordic perspective

Cited by 44 publications

References 13 publications

Play in School – Toward an Ecosystemic Understanding and Perspective

Play in School – Toward an Ecosystemic Understanding and Perspective

Starfendarannsókn til starfsþróunar leikskólakennara: Ávinningur og áskoranir

Bridging the gap between research and practice: how teachers use research-based knowledge

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Collaborative and action research within education – A Nordic perspective