1 / 26

Action researcher A figureskater caught in her pirouettes

This article explores the concept of action research, a method for improving and developing effective leadership through reflective cycles of observation, planning, and action. It discusses the dialectical relationship between retrospective explanation and prospective action, and highlights the importance of collaborative engagement and critical reflection in the social context. The text delves into various methods for gathering and analyzing information, as well as reporting and communicating the outcomes of action research. Overall, it provides a comprehensive framework for implementing action research in educational settings.

francescarter
Download Presentation

Action researcher A figureskater caught in her pirouettes

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Action researcher A figureskater caught in her pirouettes

  2. The Heritage of Kurt Lewin effective.leadershipdevelopment.edu.au/.../ www.change-management-toolbook.com/mod/book/p..

  3. Dialectical relationship between retrospective explanation/understanding and prospective action What has been done and what ought to be done otherwise? RECONSTRUTIVE CONSTRUCTIVE DISCOURSE Amongparticipants PRACTICE In the social context Reflect Observe Plan Act interaction Carr & Kemmis 1986, 185-187 MARX revolutionizing practice HABERMAS conduct of political struggle FREIRE problematization – conscientization - praxis

  4. Reflecting on history Preparing for future Rationalistic Thinking Social action Reflect Observe Plan Act Empiric Pragmatic Heikkinen & Huttunen 2008

  5. Steps in action research Ferrance 2009, 9

  6. Progressive problemsolving with action research Action research cycles The textbook ideal Action design

  7. Building the picture Understanding what and how events/actions occur Clarifying a detailed picture of the context Getting insight into the phenomenon/issue Evaluating the outcomes of actions, the engagement of those involved, the effect of resources in use The priorities and the ways of formulating problems REFLECT Interpreting and analyzing actions, processes and contexts in order to clarify the actors understanding and for identifying priorities OBSERVE PLAN ACT Resolving the problems Formulating practical solutions to the problems that have been prioritized Engaging people and mobilizing resources Stringer 1999

  8. Action research in action Rich co-description of the Phenomenon, Situation and Context in which it occurs Identification and definition of the problem or challenge Historical accounts Systematic co-evaluation and reflection of the actions, outcomes and effectsin the light of the conceptualization of the challenge and the resources An inventory of different/differing experiences and understandings REFLECT Conceptualization of P, S, and C on the basis of literature, research and negotiations PLAN OBSERVE A co-formulation of an aim and an action plan in relation to resources, actors and expected outcomes Organization and preliminary analysis of the documented actions Spontaneous discussions and orientating meetings ACT A plan for documenting actions and outcomes Implementation of the plan Observation and documentation according to the plans

  9. Ferrance 2009

  10. Methods for gathering information Methods for meaningmaking and interpretation/ cogeneration REFLECT Methods for organizing and analyzing information OBSERVE PLAN Methods for meaningmaking and interpretation/ cogeneration ACT Methods for communication Methods for gathering information

  11. Methods for and in Action Research Methods for gatheringinformation Instantly: Observations, interviews/conversations, surveys, existing documents, documentingeverydayreality (photos, videos ..) Long term: Diaries, (b)loggs, portfolios, memos, meetingloggs, Wikis Methods for organizing and analyzinginformation Everyday and scientificmethods for analysis of information/data Theoreticalframeworks Methods for meaningmaking and interpretation/cogeneration Mindmaps, conceptualmaps, narratives/metaphors, dramas, roleplays Theoreticalframeworks Methods for communication dialogues, work-conferences, dialogue-conferences, guidance/tutoring, Wikis

  12. Reporting Action Research ReportingSystematicinquiry into humanbeing and acting Thick, richdescriptions Actorsvoices, experiences Negoations Alternativeplans Continuous feedback (documentation) Thick, richdescriptions Actorsvoices, experiences Negoations Alternativeplans Continuous feedback (documentation) Thick, richdescriptions Actorsvoices, experiences Negotiations Alternativeplans Continuous feedback (documentation) Thick, richdescriptions Actorsvoices, experiences Negotiations Alternativeplans Continuous feedback (documentation)

  13. Action researchqualityassurance REFLECT REFLECT REFLECT REFLECT REFLECT REFLECT REFLECT REFLECT PLAN PLAN PLAN PLAN PLAN PLAN PLAN PLAN OBSERVE OBSERVE OBSERVE OBSERVE OBSERVE OBSERVE OBSERVE OBSERVE ACT ACT ACT ACT ACT ACT ACT ACT

  14. Improved Action Action Collaborative ReSearch Collaborative ReSearch Outsiders Researchers Criticalfriends Insiders Participants Actors Action Action Collaborative ReSearch Collaborative ReSearch Action

  15. ORGANIZATIONAL LEARNING CHANGE, RECONSTRUCT DEVELOP CONSEQUENCES RESULTS ACTIONS STREAMLINE RULES, PROCESSES, STRATEGIES EXPERIENCES, INSIGHTS, CONCEPTIONS ASSUMPTIONS, VALUES, GOALS, PRINCIPLES Single loop – double loop – deutero learning

  16. A framework for analyzing AR practices Zeicher and Somekh 2009 , 10-11 The purposes for conducting (understanding, improving, knowledge-production) The contextual conditions The philosophy towards teachers and their learning The sponsors and stakeholders The incentives for doing action research Forms of inquiry Relationship to other kind of research Ways of representing action research to others

  17. Types of Educational Action Research Ferrance 2009

  18. School district Local community Widening circles The Public arena School-wide AR The arena of interaction Collegial-Collaborative AR On formal – informal basis ACT REFLECT The Private arena Teacher-as-researcher In a classroom Subject Curriculum Instruction Assessment Departmental policy Communication – collaboration Leadership Responses to policy development Community development/action OBSERVE PLAN

  19. The Reality

  20. The reality The function and aim of VET Basic training<–> specialization The autonomy and freedom of the teacher Increased<–>always been ample Leadership and administration A need of explicit rules and directions, and a strong leadership <–> teachers and the departments has to have the possibility of acting freely and with a flexibility The planning and execution of the renewal Too abstract and general <–> too detailed and precise The new organization(al model) Functioning well<–> a mess Teachers view on didactics Interested in<–> useless If you want to get confused and loose the nights´ rest get involved in action research in a school in a middle of a transformation process

  21. The beauty of chaos Russell Ackoff’s (1999) term ‘messes’ sums up one of the ways a great many action researchers differ from their conventional social science colleagues. Messes are complex, multi-dimensional, intractable, dynamic problems that can only be partially addressed and partially resolved. Yet most action researchers have disciplined themselves to believe that messes can be attractive and even exciting. We try not to avoid messy situations despite knowing that we do not have the ‘magic bullet’ because we believethat, together with legitimate community stakeholders, we can do something to improve the situation. Pain, joy, fear, bravery, love, rage– all are present in our action research lives. Brydon-Miller, Greenwood & Maguire 2003, 21-22

  22. The action researcher Raimo on school in school (Kuula 1999, 69-70) What is a certain teachers problem about teachinglessons longer than 45 minutes about? It is hardly just about the inability of this teacher to implement the renewal in question. The reasons might be found in the teaching cultures, the historical development or the hassles between the teachers. The problem does not just appear as a single technical problem, rather managing of it requires paying attention of the school (education) as a whole. If I am not, as a action researcher, capable ofgrasping the totality, I will get in trouble. And consequently, I can give up or I can seclude myself into a majestic desolation and become a martyr.

  23. Our dependence on language Schools exist in and by language Research is conducted in and by language Vocabulary S Vocabulary D Domain S Domain D ACTION RESEARCH as conversational research co-operativeinquiry co-creation of a localtheory

  24. The Scandinavian model of participatory action research Elden and Levin (1991, 130) INSIDERS IMPLICIT, INDIVIDUAL, FRAGMENTED ACTION ”THEORY” OUTSIDERS THEORY BASED ACTION ”THEORY COMING TOGETHER DIALOGUE - MUTUALITY L A N G U A G E D E P E N D E N C Y LOCAL THEORY NEW SHARED FRAMEWORK TESTING NEW THEORY

  25. Teachers experiential action-related knowledge Scientific THEORY Different rationalities Descriptive-analytical vs. Normative-prescriptive statements Teachers acting based on unrecognised habits and coercion

  26. METAPHOR Figurative use of language Analogy/comparisonbetweentwodomains Tenor Vehicle Action researcher as a critical friend LOOPS AND CYCLES THE ROOTMETAPHORS IN ACTION RESEARCH

More Related