segunda-feira, 1 de setembro de 2014

Understanding Action Research

Well, I think that something is not so clear is about participation in action research. I mean, I see different authors defining action research and stating the only teachers should do it. But what about university researchers? Aren't they important to the process to help teachers with theory and reflection? To what extent should be all the participants be involved? Who sets the rules and roles?
I think the best way to increase my understanding is by reading more articles about it.
I believe that action research will help me learn more about how can I be a good researcher, how can I listen to other people, if I can help other teachers to improve their practice and to help my school by showing how project-based learning can provide students with a great opportunity to experience meaningful learning. If I can work collaboratively with a few teachers maybe the others will see the change and start to think about it. Also, by collecting data and writing a dissertation based on Applied Linguistics findings I think I can achieve other teachers as well.

Um comentário:

  1. Hi Isabel,
    You ask good questions. Yes who does set the rules. The answer is we do as the action research community. One of the reasons I but the sliders poll on the website was to help people see that we don't have complete agreement on how to think of the different dimensions of action research. Did you take the polls? Were there some that you agreed with or disagreed with you want to comment on? The issue of university researcher and school practitioners partnerships has had a long history. How do you balance the issue of power and control over the process. The more equal, or more of a tilt toward the practitioner, the more it looks like action research. The more the arrow goes in the opposite direction, the more it looks like teacher research, but not action research. It hinges on the importance place on ownership and control of the process.