Towards a Reflection Repertoire: Using a Thinking Tool to Understand Tensions in an Action Research Project

Autor/in	Aas, Marit
Titel	Towards a Reflection Repertoire: Using a Thinking Tool to Understand Tensions in an Action Research Project
Quelle	In: Educational Action Research, 22 (2014) 3, S.441-454 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1747-5074
DOI	10.1080/09650792.2013.872572
Schlagwörter	Foreign Countries; Action Research; Reflection; Models; Research Methodology; Primary Education; Reading Instruction; Learning Theories; Reading Processes; Educational Strategies; Norway + Suchen Sie Ihr Suchwort? Ausland; Projektforschung; Analogiemodell; Research method; Forschungsmethode; Primarbereich; Leseunterricht; Learning theory; Lerntheorie; Leseprozess; Lehrstrategie; Norwegen
Abstract	Most action researchers agree that action research consists of cycles of planning, acting, reflecting, and taking further action. However, in action research literature, there is something missing. The nature of reflection in the action research process, including its relationship with the tensions that arise while discussing purposes, processes, and outcomes, has not been well explored. As a contribution to an expanded reflection repertoire, this article presents a thinking tool: the expansive learning circle. This model, or thinking tool, draws on the theoretical framework of cultural-historical activity theory and the idea that contradictions and tensions are driving forces for development. The central thesis of the article is that there is a need for a reflection repertoire that can highlight tension in an action research project and help people cope with this type of complex reflective work. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10