Reflection as Pedagogy in Action Research

Autor/inn/en	Simmons, Marlon; McDermott, Mairi; Eaton, Sarah Elaine; Brown, Barbara; Jacobsen, Michele
Titel	Reflection as Pedagogy in Action Research
Quelle	In: Educational Action Research, 29 (2021) 2, S.245-258 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0965-0792
DOI	10.1080/09650792.2021.1886960
Schlagwörter	Reflection; Teaching Methods; Action Research; Graduate Students; Professional Education; Cooperation; Program Design; Student Attitudes; Learning Experience; Masters Programs; Teacher Education Programs; Meetings; Transformative Learning; Course Evaluation; Feedback (Response) + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Projektforschung; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Berufsausbildung; Co-operation; Kooperation; Programme design; Programmaufbau; Programmplanung; Schülerverhalten; Lernerfahrung; Magister course; Magisterstudiengang; Meeting; Tagung; Pädagogische Transformation
Abstract	In this paper, we attend to the pedagogical role of reflection within action research practices. We discuss educational considerations of the complex process of improving curriculum, while undertaking collaborative research in which reflection within the iterative process of action research became pedagogical. We draw upon our reflections from an action research project on research-based learning in course-based, professional graduate programs. In particular, our purpose was to think about our reflections from diverse roles and viewpoints, from associate dean, academic coordinator, instructor, and co-researchers, to explore the various ways in which our collaborative understandings informed graduate program design. Our narrative reflections allowed us to learn about our individual and collective beliefs about action research, and the ways in which our beliefs and practices shaped graduate students' experiences learning about and conducting action research. In drawing on our critical reflective processes, we show both the tensions and possibilities of collaboration in action research. We conclude, after reflecting on our collective processes engaged in this paper, that documenting researchers' experiences can be vital in action research for addressing complex educational challenges in the improvement of curriculum and programs, and in creating the conditions for enhanced student learning experiences. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01