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Action researcherA figureskater caught in her pirouettes
effective.leadershipdevelopment.edu.au/.../www.change-management-toolbook.com/mod/book/p..
The Heritage of Kurt Lewin
Plan
Act
Reflect
Observe
RECONSTRUTIVE CONSTRUCTIVE
DISCOURSEAmong participants
PRACTICEIn the social context
Dialectical relationship between retrospective explanation/understanding and prospective action
What has been done and what ought to be done otherwise?
Carr & Kemmis 1986, 185-187
interaction
MARX revolutionizing practiceHABERMAS conduct of political struggleFREIRE problematization – conscientization - praxis
Plan
Act
Reflect
Observe
Reflecting on history Preparing for future
Thinking
Social action
PragmaticEmpiric
Rationalistic
Heikkinen & Huttunen 2008
Steps in action research
Ferrance 2009, 9
Action design
Action research cycles Progressive problemsolving with action research
The textbookideal
Building the pictureUnderstanding what and how events/actions occurClarifying a detailed picture of the contextGetting insight into the phenomenon/issue
REFLECT
PLAN
Interpreting and analyzingactions, processes
and contexts in order to clarify the actors
understanding and for identifying priorities
ACTResolving the problems
Formulating practical solutions to the problems that have been prioritized
Engaging people and mobilizing resources
OBSERVE
Evaluating the outcomes of actions,the engagement of those
involved,
the effect of resources in useThe priorities and the ways of
formulating problems
Stringer 1999
Rich co-description of the Phenomenon, Situation and Context in which it occurs
Identification and definition of the problem or challengeHistorical accounts
REFLECT
PLANConceptualization of P, S, and C
on the basis of literature, researchand negotiations
ACT
OBSERVE
Systematic co-evaluationand 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
A co-formulation of an aim and an action plan
in relation to resources, actors and expected outcomes
A plan for documenting actions and outcomesImplementation of the plan
Observation and documentationaccording to the plans
Organization and preliminary analysisof the documented actions
Spontaneous discussions and orientating meetings
Action research in action
Ferrance 2009
Methods for gathering information
REFLECT
PLAN
Methods for organizing and analyzing information
ACTMethods for meaningmaking
and interpretation/cogeneration
OBSERVE
Methods for communication
Methods for gathering information
Methods for meaningmaking and interpretation/
cogeneration
Methods for gathering informationInstantly: Observations, interviews/conversations, surveys, existing documents, documenting everyday reality (photos, videos ..)
Long term: Diaries, (b)loggs, portfolios, memos, meeting loggs, Wikis
Methods for organizing and analyzing informationEveryday and scientific methods for analysis of information/dataTheoretical frameworks
Methods for meaningmaking and interpretation/cogenerationMind maps, conceptual maps, narratives/metaphors, dramas, role playsTheoretical frameworks
Methods for communication dialogues, work-conferences, dialogue-conferences, guidance/tutoring, Wikis
Methods for and in Action Research
Reporting Action ResearchReporting Systematic inquiry into human being and acting
Thick, rich descriptionsActors voices, experiences
NegotiationsAlternative plans
Continuous feedback(documentation)
Thick, rich descriptionsActors voices, experiences
NegotiationsAlternative plans
Continuous feedback(documentation)
Thick, rich descriptionsActors voices, experiencesNegoations
Alternative plansContinuous feedback
(documentation)
Thick, rich descriptionsActors voices, experiences
NegoationsAlternative plans
Continuous feedback(documentation)
REFLECT
PLAN
ACT
OBSERVE
Action research quality assuranceREFLECT
PLAN
ACT
OBSERVE
REFLECT
PLAN
ACT
OBSERVE
REFLECT
PLAN
ACT
OBSERVE
REFLECT
PLAN
ACT
OBSERVE
REFLECT
PLAN
ACT
OBSERVE
REFLECT
PLAN
ACT
OBSERVE
REFLECT
PLAN
ACT
OBSERVE
InsidersParticipants
Actors
CollaborativeRe Search
CollaborativeRe Search
CollaborativeRe Search
CollaborativeRe Search Outsiders
ResearchersCritical friends
Action
Action
Action
Action
ImprovedAction
ORGANIZATIONAL LEARNING
ACTIONS CONSEQUENCESRESULTS
RULES, PROCESSES, STRATEGIES
EXPERIENCES, INSIGHTS, CONCEPTIONS
ASSUMPTIONS, VALUES, GOALS, PRINCIPLES
STREAMLINE
DEVELOP
CHANGE, RECONSTRUCT
Single loop – double loop – deutero learning
A framework for analyzing AR practices Zeicher and Somekh 2009 , 10-11
The purposes for conducting (understanding, improving, knowledge-production)The contextual conditionsThe philosophy towards teachers and their learningThe sponsors and stakeholdersThe incentives for doing action researchForms of inquiry Relationship to other kind of researchWays of representing action research to others
Types ofEducationalAction Research
Ferrance 2009
The Private arenaTeacher-as-researcher
In a classroom
SubjectCurriculumInstructionAssessment
Departmental policyCommunication – collaboration
LeadershipResponses to policy developmentCommunity development/action
The arena of interactionCollegial-Collaborative AROn formal – informal basis
The Public arenaSchool-wide AR
School districtLocal community
REFLECT
PLAN
ACT
OBSERVE
Wideningcircles
The Reality
The realityThe function and aim of VETBasic training <–> specialization
The autonomy and freedom of the teacherIncreased <–> always been ample
Leadership and administrationA 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 inaction research in a school in a middle of a transformation process
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 believe that, 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.
The beauty of chaos
Brydon-Miller, Greenwood & Maguire 2003, 21-22
The action researcher Raimo on school in school (Kuula 1999, 69-70)
What is a certain teachers problem about teaching lessons 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 of grasping 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.
Schoolsexist
in and by language
Researchis conducted
in and bylanguage
Our dependence on language
Vocabulary S Vocabulary D Domain S Domain D
ACTION RESEARCH asconversational research
co-operative inquiryco-creation of a local theory
INSIDERSIMPLICIT, INDIVIDUAL,
FRAGMENTED ACTION ”THEORY”
OUTSIDERSTHEORY BASED
ACTION ”THEORY
COMING TOGETHERDIALOGUE - MUTUALITY
LOCAL THEORYNEW SHARED FRAMEWORK
TESTING NEW THEORY
L A N G U A G E D E P E N D E N C Y
The Scandinavian model of participatory action researchElden and Levin (1991, 130)
ScientificTHEORY
Teachers experiential
action-relatedknowledge
Different rationalitiesDescriptive-analytical
vs.Normative-prescriptive
statements
Teachers actingbased on unrecognised
habits and coercion
METAPHORFigurative use of language
Analogy/comparison between two domains
Tenor Vehicle
Action researcher as a critical friend
LOOPS AND CYCLESTHE ROOTMETAPHORS IN ACTION RESEARCH