A New Model of Collaborative Action Research; Theorising from Inter-Professional Practice Development

Autor/inn/en	Lofthouse, Rachel; Flanagan, Jo; Wigley, Bibiana
Titel	A New Model of Collaborative Action Research; Theorising from Inter-Professional Practice Development
Quelle	In: Educational Action Research, 24 (2016) 4, S.519-534 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0965-0792
DOI	10.1080/09650792.2015.1110038
Schlagwörter	Action Research; Participatory Research; Models; Research Methodology; Interprofessional Relationship; Educational Practices; Speech Language Pathology; Video Technology; Multimedia Instruction; Multimedia Materials; Coaching (Performance); Training Methods; Educational Researchers; Teacher Educators; College School Cooperation; Teacher Collaboration; Group Dynamics; Partnerships in Education; Teamwork; Cultural Pluralism; Elementary School Curriculum; Nursery Schools; Foreign Countries; Interviews; United Kingdom + Suchen Sie Ihr Suchwort? Projektforschung; Forschungstätigkeit; Analogiemodell; Research method; Forschungsmethode; Bildungspraxis; Multimediales Lernen; Didaktik; Trainingsmaßnahme; Erziehungswissenschaftler; Erziehungswissenschaftlerin; Teacher education; Education; Lehrerausbildung; Lehrerbildung; Lehrerkooperation; Gruppendynamik; Hochschulpartnerschaft; Kulturpluralismus; Nursery school; Kindertagesstätte; Kindergarten; Vorschule; Ausland; Interviewing; Interviewtechnik; Großbritannien
Abstract	The development of pedagogies to meet the needs of diverse communities can be supported through inter-professional practice development. This article explores one such experience, that of speech and language therapists developing a new video-based coaching approach for teachers and teaching assistants in multi-cultural settings with high numbers of children learning English as an additional language. To support them in developing and trialling the coaching approach, the expertise of a teacher-educator and educational researcher was provided through a university business voucher. It is this working relationship that the article has as its practical focus, as it transformed to one of collaborative action research. The action research is described, providing the context for a discussion of the characteristics of collaborative action research and the proposal of a new model. This model offers a way of conceptualising collaborative action research through time, and of recognising the importance of the partners' zones of proximal, contributory and collaborative activities in sustaining change and knowledge-creation. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01