Introduction to Critical Reflection and Action for Teacher Researchers

Extending knowledge by developing a ‘slow approach’ to action research

“…Exploring a sense of a researcher's identity is not important in many forms of research, especially those which are not based on the axiological commitments of the researcher. Conversely, in most forms of action research, an understanding of yourself and how you position yourself in the world is fundamental to preparation for educational action research (Sullivan et al 2016). This slow exploration is often discarded in a fast academy, in favour of fast results, superficial outcomes and a sole focus on an intervention showing raised test scores as an indication of enhanced practice.…”

Participant Action Research (PAR) for early childhood and primary education: the example of the THRIECE project

“…A 'mosaic approach' (Clark, Moss 2009) was thereby taken to creating a rich and vibrant picture of holistic, relational and inclusive education in practice. The multiplicity of children's voices (O'Toole, Hayes 2019) was particularly highlighted throughout, and a focus on continuously defining values and improving practice was maintained, as is crucial for good action research (Sullivan et al 2016).…”

“…Conducting Participant Action Research is not a matter of taking old, established approaches to research and adapting them. Rather it requires a complete shift in world view (Sullivan et al 2016). Concepts such as personal values and personal reflection on one's own practice that are considered 'unscientific' and 'biased' in traditional research are not only permissible within PAR, they are of central concern.…”

“…The critical paradigm views reality as constructed on the basis of power, and 'truth' as a system of socio-political power (Lather 2006). It argues that traditionally the 'experts know best' mentality has been used by schools and organisations to discount the perspectives of those being researched, children and their families (Giangreco, Taylor 2003), and by academic researchers to discount the expertise of practising educators (Sullivan et al 2016). However, critical research focuses on the subjective experiences, perspectives and views of those who have traditionally been the 'subjects' of research within a socio-political context (Giangreco, Taylor 2003).…”

“…Such paradigmatic shifts have allowed for the development of new and exciting methodologies for educational research that move beyond positivist ideas of scientific measurement of outcomes. In particular, recent years have seen increasing recognition of the power of Action Research whereby educators interrogate their own practice in systematic and deeply engaged ways, with a view to elucidating values and improving educational practice (Sullivan et al 2016). In traditional research, researchers stand outside a situation and objectively investigate it scientifically; very often in educational research this involved academics from outside the educational setting studying educators and children, or introducing and measuring the impact of specific interventions developed by the academics themselves, often without any input from those being studied.…”