Deliberation, Capability and Action Research: Knowledge and Becoming

Autor/in	Gibbs, Paul
Titel	Deliberation, Capability and Action Research: Knowledge and Becoming
Quelle	In: Educational Action Research, 22 (2014) 3, S.428-440 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1747-5074
DOI	10.1080/09650792.2013.874955
Schlagwörter	Action Research; Reflection; Educational Practices; Mastery Learning; Philosophy; Capacity Building + Suchen Sie Ihr Suchwort? Projektforschung; Bildungspraxis; Philosophie
Abstract	In this short paper I examine whether obtaining the capability to change practice can be solely achieved through reflective action research, and how. I take as our framework of analysis that offered by Aristotelian thought, especially in the discussion of powers and potential. I conclude that action research as a way of changing practice cannot be only deliberative, but must be based on learning new, propositional knowledge. This is needed so that reflecting, as understanding, on existing practices can be better realised and, importantly, augmented by new capabilities. This may support the idea of continued professional learning taking priority over reflective practice in reaching and maintaining professional mastery. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10