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Enabling and constraining development at school: how to continue staying critical
University of Borås, School of Education and Behavioural Science.
2013 (English)Conference paper, (Refereed)
Sustainable development
The content falls within the scope of Sustainable Development
Abstract [en]

This paper is based on a project that was attempting to develop the educational use value of computers with young school children 6-9 years as tools for learning to write and read. Often it is taken for granted that everything runs smoothly in empirical research. But what happens to research and school development in a school under change when components in the organization and running of schools begin perhaps to break down? This can occur when social structures change. But what consequences does this have for an action research approach in an ongoing study? One can speak of certain principles of action research and certain conditions that are required in order to implement these principles in practice. One of these is continuity of participation and access to the field, another is time for reflection and a third is the development of stable social relations and critical friendship groups.

Place, publisher, year, edition, pages
2013.
Keyword [en]
action research, collaboration, staying critical, school development, practice architecture
National Category
Pedagogy
Research subject
Teacher Education and Education Work
Identifiers
URN: urn:nbn:se:hb:diva-7070Local ID: 2320/12957OAI: oai:DiVA.org:hb-7070DiVA: diva2:887777
Conference
The need for a critical eye in collaboration with practitioners when transferring practice through action research. Paper presented at the Collaborative Action Research Network (CARN) in Tromsoe, November 7-9
Available from: 2015-12-22 Created: 2015-12-22

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