Critical Reflection and Arts-Based Action Research for the Educator Self

Autor/inn/en	Clarke, Amber; Bautista, Darryl
Titel	Critical Reflection and Arts-Based Action Research for the Educator Self
Quelle	In: Canadian Journal of Action Research, 18 (2017) 1, S.52-70 (19 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1925-7147
Schlagwörter	Reflective Teaching; Autobiographies; Ethnography; Photography; Action Research; Personal Narratives; Foreign Countries; Canada + Suchen Sie Ihr Suchwort? Autobiography; Autobiografie; Autobiographie; Ethnografie; Fotografie; Projektforschung; Erlebniserzählung; Ausland; Kanada
Abstract	Research suggests many educators are challenged to incorporate self-reflection into daily routines. Most often, self-reflection is practiced as a cognitive and text-based activity. This first-person action research project explores if alternative methods used for self-reflection achieves a more reflexive practice. In phase one, arts-based approaches, specifically photography and unstructured narrative, were employed as self-reflective tools on the first author's practice. In phase two, principles of autoethnography were used to reflect on and to share the experiences from phase one. The research concludes with recommendations for building a better reflective process and a stronger reflexive practice for adult educators. (As Provided).
Anmerkungen	Canadian Association for Action Research in Education. 260 Dalhousie Street Suite 204, Ottawa, ON KIN 7E4, Canada. Tel: 705-474-3450; Fax: 705-474-1947; e-mail: cjar@nipissingu.ca; Web site: http://cjar.nipissingu.ca
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01