Participatory Action Research

Context-responsive Approaches of / for Teachers’ Professional Development: A Participatory Framework

“…The following ten conditions provided a safe space for context-responsive approaches of teachers' professional development: 1) The context responsiveness of PAR action-reflections rejuvenated process-focused pedagogical approaches that motivated teachers to act autonomously; 2) An explanation of the real needs set out the self-directives of the teachers; 3) Respect for available resources and local knowledge created a platform for cooperation and collaboration; 4) Flexibility in adapting context-responsive collaborative approaches created a favorable environment to participate actively; 5) On-spot support and feedback motivated teachers that involved them in self-reflection and thereby improved their action; 6) The researcher or facilitator's "walking the talk" (Chevalier & Buckles, 2019) built trust among facilitators and teachers; 7) The inclusiveness provided the opportunity of receiving and giving support, trust, and care in need; 8) The establishment of a professional learning community that intended to create a communicative space provided the opportunity to speak, to listen, to ask, and to respect all voices (Habermas, 1972); 9) By being with the teachers, and acknowledging the "preciousness and indissoluble uniqueness of each human life," it enhanced their sense of interconnectedness (Kemmis, 2008, p. 134) as they took professional responsibility and ownership of professional development activities; 10) The investment of ample time with the teachers in their real setting enhanced harmonious relationships among facilitators and teachers.…”

“…In short, we can facilitate collaboration between teachers and researchers to raise the teachers' professional agency in ways where the teachers become autonomous learners. However, "genuine participation" is a prerequisite (Chevalier & Buckles, 2019). Teachers' collaboration could be enhanced working with the prescribed framework (Gore et al, 2017) but embracing emergent context-responsive collaborative approaches strengthens innovative pedagogical thinking and curriculum integration skills of the teachers.…”

Towards Integrated Digital Twins for Industrial Products: Case Study on an Overhead Crane

“…Participatory Action Research (PAR) [26] refers to a research data acquisition method in which the researchers themselves participate in the activity they are analyzing. PAR is a subcategory of action research and has been used in various fields of social science research for decades.…”

Resistance to (Digital) Change

“…Also, it has been pointed out that a systemic view allows the analysis of institutions and organizations as being resisting entities to change: for example, when they object to the (legitimate) demands of minorities and marginalized groups to reduce discriminations (Agócs 1997 ). To address the complex interplays between driving and resisting forces, Lewin’s theoretical groundwork has been extended towards the concept of action research (Burnes 2004 ), which serves as an organizational development approach to dynamically integrate resistance – also in the wake of digital transformation (Argyris 1993 ; Baskerville and Myers 2004 ; Chevalier and Buckles 2019 ).…”