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Challenging Action Research as a research method.

Conference paper
Authors Karin Rönnerman
Published in CARN-bulletin Collaborative Action research Network. International Conference 25th – 27th October 2018, Manchester, UK
ISBN 978-1-910029-54-1
Publication year 2019
Published at Department of Education and Special Education
Language en
Links https://www.carn.org.uk/site/assets...
Keywords action research, methods, challenging
Subject categories Pedagogical Work

Abstract

In 2005 Wilfred Carr and Stephen Kemmis wrote an article, published in Educational Action research, looking back and reflecting on the impact of their book Becoming Criticalpublished in 1986. In this article they were surprised over what had happened as captured in the following quote:as action research increasingly became an institutionalised model of in-service teacher education, so some forms of action research have become detached from any emancipatory aspirations and transformed into little more thana research method that could be readily assimilated to and accommodated within the broader requirements of the orthodox research paradigms we had intended it to replace. (Carr & Kemmis, 2005 p. 351)Since then, another 13 years have passed and research methods have become every day practice for teachers driven globally in search for the “right method” to get good results in striving to become a nation to count on. A number of different methods, all similar, but with different connotations, reach out to teachers. Some examples are Lesson/Learning studies, Inquiry circle, Design-based research, Study-/Research circle, and Assessment for learning. They all build on processes and actions striving for change in classrooms with the aim to improve student development and learning. By this I do not critique any of these methods per se,but what I found as a challenge is that they all are composed of similar processes and very often act outside a specific context or site. My criticism is that these methods focus on activities and not on understandings.

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