Literaturnachweis - Detailanzeige
| Autor/inn/en | Losito, Bruno; Pozzo, Graziella; Somekh, Bridget |
|---|---|
| Titel | Can Reflection Be Confined into Roles? First and Second Order Research in Action Research. |
| Quelle | (1997), (16 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Action Research; Administrator Role; Educational Research; Elementary Education; Foreign Countries; Principals; Research Methodology; Researchers; Teacher Researchers; Italy |
| Abstract | The distinction between first-order and second-order research in action research is explored in the context of work on the Management for Organizational and Human Development (MOHD) project in Italy. Researchers worked with two groups of heads of primary schools in Italy to develop a path of reflection and research on their roles and functions and strategies to achieve cooperative management of their schools. Educational research in Italy is largely in the hands of academics, and teachers are generally not invited to participate. The distinction that is usually made between first-order inquiry by teachers and second-order research by central evaluators might be a helpful distinction in the Italian context in helping clarify the responsibilities of various participants, but experience with the MOHD project shows that it is difficult to separate the two types of research and assign them to practitioners and researchers respectively. When teacher/researchers reflect on the best strategies to develop teachers' reflective capacities, they are themselves practitioners carrying out first-order reflection on their practice. In the MOHD project, practitioners and research facilitators learned from each other in terms of reciprocal monitoring. Considering the MOHD research process results in the conclusion that the timing and use of strategies for cooperative management were the subject of first-order reflection, and could not easily be separated from second-order inquiry. The nature of the roles of heads of schools meant that they participated easily as practitioners and researchers. (Contains 10 references.) (SLD) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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