Promoting the dialogue: role of action research atBelvedere Technical Teachers' college, Zimbabwe

Weiler, Jim

doi:10.1080/09650790100200167

Cited by 9 publications

(4 citation statements)

References 8 publications

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“…Også i artikkelen av Weiler (2001) finner vi en lignende forståelse av dialog, der det transformative sikte står sentralt. Det er tale om «a process to deeper understandings, increased dialogue and more meaningful actions» (Weiler, 2001, s. 414).…”

Section: Aksjonsforskning Og Dialogperspektiver Fra Forskningslitteraturenunclassified

Aksjonsforskning – ansats til en historisk systematikk

Eikeland¹

2020

Aksjonsforskning I Norge, Volum 2: Grunnlagstenkning, Forskerroller Og Bidrag Til Endring I Ulike Kontekster

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The following text attempts, without pretending completeness, to analyze approaches to action research based on where and how they position themselves socially, on how they work, and on their actual basic distinctions. The result is a tentative typology presented roughly historically, which cuts through the many labels typical of current action research. Different approaches are useful, each for different purposes. Still, most circle consciously or subconsciously around some form of “practice” which works as a standard of measurement or quality criterion. The conclusion is that there is a certain sine qua non in the field of action research, i.e. a form “toward which, ways of doing things tend to evolve from a wide variety of starting points”.

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Section: Aksjonsforskning Og Dialogperspektiver Fra Forskningslitteraturenunclassified

Aksjonsforskning – ansats til en historisk systematikk

Eikeland¹

2020

Aksjonsforskning I Norge, Volum 2: Grunnlagstenkning, Forskerroller Og Bidrag Til Endring I Ulike Kontekster

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“…Dialogbegrepet 1 Søk foretatt 05.10.2019 gjennom tidsskriftets forlagsside (https://www.tandfonline.com/toc/ reac20/current). Følgende artikler ble funnet med «dialogue» som «keyword» eller i «title»: Ahmad, Gjøtterud & Krogh, 2016;Helskog, 2014Helskog, , 2015aHelskog, , 2015bKuntz, Presnall, Priola, Tilford & Ward, 2013;Luby, 2014;Lund, Rotvold, Skrøvset, Stjernstrøm & Tiller, 2010;Moustakim, 2007;Postholm, 2009;Rönnerman, Salo, Furu, Lund, Olin & Jakhelln, 2016;Salter, Douglas & Kember, 2017;Sanderse, 2016;Seeley, McAteer, Osorio Sánchez & Kenfield, 2019;Thoresen & Norbye, 2019;Tragoulia & Strogilos, 2013;Weiler, 2001;Wood, McAteer & Whitehead, 2019. konnoterer videre til bevissthet om ikke å ta i bruk makt for å dominere samtalen og samhandlingen for å få satt sin vilje igjennom eller for å få sin forståelse akseptert som den gjeldende. Av dette følger gjerne også at man vil legge til rette for en spørrende eller undersøkende samtaleform der partene i samtalen er mer rettet mot og åpne for den/de andres erfaringer, forståelser og motivasjoner enn å fremme sine egne tilsvarende.…”

Section: Aksjonsforskning Og Dialogperspektiver Fra Forskningslitteraturenunclassified

Studentsentrert undervisning i lærerutdanning. «Når alle er engasjert og har lest, blir det fort en spennende diskusjon.»

Unhjem¹,

Furu²

2020

Aksjonsforskning I Norge, Volum 2: Grunnlagstenkning, Forskerroller Og Bidrag Til Endring I Ulike Kontekster

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In this chapter, we present a self-study project (Zeichner, 2007) about student-centered education for student teachers. The aim was to explore in what way student-centered education might increase students’ engagement and learning in adapted education. We used social-cultural theory and a dialogical framework (Dysthe, 1996) both as the basis for planning education and analysis of the data. We built up the education for the students as a “learning-pattern” of different kinds of dialogue. As method, we employed a questionnaire, which the students filled in at the end of the project. We found many examples of how individual reading and listening on the one hand, and collective writing and group discussion on the other hand interacted with each other and thereby increased student learning and engagement. However, a challenge was to involve students more actively in planning their own learning process to increase both learning and democratic participation. Our common planning, teaching and research made it possible for us to both develop our teaching and develop new knowledge about student-centered education.

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Section: Aksjonsforskning Og Dialogperspektiver Fra Forskningslitteraturenunclassified

Dialogkonferansen – arena for kollektiv utvikling i skolen

Lund¹

2020

Aksjonsforskning I Norge, Volum 2: Grunnlagstenkning, Forskerroller Og Bidrag Til Endring I Ulike Kontekster

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The purpose of this chapter is to examine dialogue conference as a space for collective school improvement. The article employs the theory of action research in general and the methodology of dialogue conferences in particular as lenses to explore and discuss challenges in using dialogue conferences as tools for school improvement. Two examples from different action research studies using dialogue conference show different ways of doing the conferences with the aim of improving educational practices. Findings from these studies suggest that we need to find new ways to handle the representative problem in action research projects in networks. That is when we use groups from schools as participants in action research studies as opposed to full participation. Findings also show there might be challenges for schools to export ideas from the dialogue conference to the practice in classrooms. This problem relates to a possible distance between the discursive arena and educational practice. The article also concludes that we need to use different kinds of dialogue conferences, depending on what intentions and aims for school improvement we are looking for.

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Promoting the dialogue: role of action research atBelvedere Technical Teachers' college, Zimbabwe

Cited by 9 publications

References 8 publications

Aksjonsforskning – ansats til en historisk systematikk

Aksjonsforskning – ansats til en historisk systematikk

Studentsentrert undervisning i lærerutdanning. «Når alle er engasjert og har lest, blir det fort en spennende diskusjon.»

Dialogkonferansen – arena for kollektiv utvikling i skolen

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