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Action Research: facilitating or hindering development at school
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. The project was developed in the form of an action research project that gave me the opportunity to combine practical relevance with the scientific requirements that exist in academia. Teachers were given the opportunity to reflect on their own practice and professional roles, and they were encouraged to think about and eventually change any ingrained approaches in relation to how they work with pupils when helping them to develop writing and reading proficiencies. In this study we used various tools to make everyday life visible and take action, to observe what was happening in the classroom and for reflection on what happened. By using various tools such as focus groups, observations, conversations with teachers and pupils, evening meetings/sessions and journal writing we tried to create an opportunity for reflection, documentation and teacher and researcher development. In the paper results are based partly on our common evening meetings and the discussions and reflections that took place there and partly from individual conversations with teachers at Tower School. The basis for our discussions and reflections on our joint meetings were the teachers’ and researcher’s diary entries and the researcher’s classroom observations. Prior to the meetings prepared teachers by asking yourself the questions that they wanted to discuss the basis of their diary entries. We formed joint meetings on the basis of what has happened in the classroom. The project ran well over the course of just one year. After a year, education restructuring in the region resulted in significant changes within the organization of comprehensive schooling. These changes were significant at the School in that they significantly affected the working conditions for teachers (through redundancies and transfers), their pupils (through teacher changes) and the researcher (through the changed conditions for conducting action research). I applied the concept of Practice Architecture as a theoretical framework for analysing these developments and their effects.

Place, publisher, year, edition, pages
2013.
National Category
Pedagogy
Research subject
Teacher Education and Education Work
Identifiers
URN: urn:nbn:se:hb:diva-7072Local ID: 2320/12934OAI: oai:DiVA.org:hb-7072DiVA: diva2:887779
Conference
Collaborating with Practitioners – Transforming Practices through Action Research. Paper presented at the Nordic Educational Research Association (NERA), Iceland, March 7-9
Available from: 2015-12-22 Created: 2015-12-22

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CiteExportLink to record
Permanent link

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Cite
Citation style
  • apa
  • harvard1
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf