Action Research: Theoretical Concepts and Practical Examples II

1. www.erasmus-artist.eu

2. This project has been funded with support from the European Commission. This publication [communication] reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.

3. Action Research:Theoreticalconcepts and practicalexamples II Franz Rauch

4. Teacherasreflectivepractitioner(Donald Schön 1984) • Knowing in action: Routines • Reflection in action: Reflective conversation with a situation in class • Reflection on action: Distance from flow of activities in the class Action Research www.erasmus-artist.eu

5. Reflectiverationality(Feldmann, Altrichter, Posch, Somekh 2018) • Complexpracticalproblemsaskforcontext-specificsolutionsbecausetheyarecharacterisedbyambiguous and partiallycontradictoryaims. • The problemdefinitions and thestrategiesnecessarytocopewithpracticalsituationshavetobeproducedwithinpracticalsituationsbyteachersindividuallyor in cooperationwithothers. • The situationalunderstandinggainedbyjointreflection on actioncannotbedirectlyappliedtoothersituations, but canbemadeaccesibletootherpractitionerstobetested in theirownpractice and furtherdevelopedbythem. www.erasmus-artist.eu

6. Whatisresearch? (Richard Feynman) Systematic, taking all evidencesintoaccount, including thosethatmaycontradictyourexpectations Self-critical, beingawareofyourownbiasesandprejudices in relationtotheresearchquestion Inter-subjective, i.e. referringtotheknowledgewhichisalreadyavailableandpublicisingnewresults “The first principle is that you must not fool yourself. And you are the easiest person to fool.” www.erasmus-artist.eu

7. Action research& othermodesof enquiry (Feldman, Altrichter, Posch & Somekh, 2018) Epistemicinterest BASIC RESEARCH (generatingnewknowledge, aiming at a betterunderstandingof fundamental principles) INTERVENTION RESEARCH (studyingtheeffectsof an interventioninto a system in ordertogain knowledgeaboutthesystemandabouttheeffectsoftheintervention) ACTION RESEARCH (conducting an investigationindividuallyorcollectivelybygatheringandanalysingdataandreflectingsystematicallywiththeaimofimprovingpracticeor a complexsituation) ACTION LEARNING (Experientiallearning, learningbydoing, tackling real lifeissues, reflectionaboutlearningprocesses) Developmentalinterest www.erasmus-artist.eu

8. Action researchiscommittedto a humanisticvaluesystem • Civilsociety & Democracy • Participation & Inclusion • Justice & Equity • Progress & Emancipation • Respect & Pluralism www.erasmus-artist.eu

9. Whatisempowerment? “Empowerment is a social-action process that promotes participation of people, organizations, and communities towards the goals of increased individual and community control, political efficacy, improved quality of community life, and social justice.” (Immanuel Wallerstein 1992) “Empowerment is a process by which people, organizations, and communities gain mastery over their lives.“ (”Having rights  but no resources and no services available is a cruel joke.“) (Julian Rappaport 1984) www.erasmus-artist.eu

10. Practical & ethicalcriteriaforactionresearch (Reason & Heron 2008) •  Good action research pursues worthwhile practical purposes   • solutions for authentic problems; sharing relevant knowledge; • humanistic value system •  Good action research is collaborative / participatory •  involving stakeholders; ‘critical friends’; •  ethical rules (not ‘on’ but ‘with’ people; ownership); •  Good action research is responsive and developmental • series of research-and-development cycles; feedback; • different perspectives; empowerment • Good action research connects theory and praxis •  balancing action and reflection; generating theoretical knowledge and promoting practical improvements. www.erasmus-artist.eu

11. Ethics of actionresearch In ordertosupportthevalidityoftheresearch • all personsinvolvedareinformedaboutgoal, scope and functionoftheresearch; • „Owner“ ofdataisthepersonwhogivestheinformation (Clearing) www.erasmus-artist.eu

12. Cycle of actionresearch Startingpoint Distribution www.erasmus-artist.eu

13. Stepsduringtheprocess • Identifyingresearchquestions • Reflectingmethods • Gatheringdata • Finding a startingpoint • Analysingdata • Developingstragegies • Implementing in practice • Publishing results www.erasmusartist.eu

14. Possiblestartingpoints • Pedagogicalquestion • Didacticalquestion • Content question • Wish / Need forchange • Personal interest / curiosity • Individual experience • (Locally) Relevant topic www.erasmus-artist.eu

15. Identifyingresearchquestions Guiding questions: • I would like to improve by … • I am perplexed by … • I am really curious about … • Something I really think would make a difference is … • Something I really would like to change is … www.erasmus-artist.eu

16. What will bethebenefit? If my/our action research will be successful, the benefit will be … • for me: • for my students: • for my colleagues: • for the institutions: • for the …. www.erasmus-artist.eu

17. Triangulation Perspectiveofthirdperson Perspectiveofstudends Or: different methods Perspectiveofteachers www.erasmus-artist.eu

18. Research diary • Writtenthinking and reflection • Preventlossofimportantinformation • Analysis ofownexperiences Interpretation Description www.erasmus-artist.eu

19. Examples of actionresearchmethods in ordertogatherdata/information Interviews Observation Audio recordings Fotos Questionnaire SWOT-Analysis Video www.erasmus-artist.eu

20. THIRTY YEARS OF EDUCATIONAL REFORM THROUGH ACION RESEARCHTraces in the Austrian School System Chapter 2 Franz Rauch, Stefan Zehetmeier & Willibald Erlacher, IUS – AAU Klagenfurt-Vienna, Austria www.erasmus-artist.eu

21. From individual toorganizationallearningtosystemschange ① Professional developmentofteachersbased on pedagogicalsubjectknowledgeandactionresearch ② Organizationaldevelopmentofschoolsbased on sharedvisions, programsandevaluation (MA Ed) ③ Intervention intotheeducationalsystembased on participatoryresearch 1998-99: analyzingthestatus quo; 2000-04: developing a framework, e.g. aecc, 2004-20: establishing a supportsystemforschoolinnovations www.erasmus-artist.eu

22. Trace: Support program“InnovationsMake School Top“ (IMST) IMST: InnovationsMake Schools Top (in Mathematics, Science, Technolgyand Language Teaching) Start: TIMSS (Third International Mathematicsand Science Study) Webpage: www.imst.ac.at www.erasmus-artist.eu

23. Austrian National Project IMST • IMST is a joint initiative ofschoolpracticeandresearchtoraisethequalityofteachingandlearning in mathematics, scienceandtechnology • Core activitiesareactionresearchprojectsaboutinnovations in instructionalandschooldevelopment • Core measuresaretheestablishmentof- Regional networks (in all ofthenine Austrian provinces)- National and regional centresforsubjectinstruction- Thematicprogrammes- Gender network www.erasmus-artist.eu

24. IMST: Basic Ideas • Learning ofstudentsiscentral • Reflection (based on actionresearch) andnetworkingasmaininterventionstrategies • Systemicthinking (individual, team, school, wholeschoolsystem, society) • Gender sensitivityandgendermainstreaming • Building upon existingressourcesandstrenghts www.erasmus-artist.eu

25. Lessonslearned Gange projectsneed… • …visiblechallengesandvisiblesuccess • … individual andorganizationalefforts • … flexible plansandtheuseofwindowsofopportunity • … activeinsistenceandresilienceaswellaspatience • … acceptingandallocatingreponsibility www.erasmus-artist.eu