Action research as a practice‐based practice

Kemmis, Stephen

doi:10.1080/09650790903093284

Cited by 467 publications

(324 citation statements)

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“…", al análisis de las alternativas de solución que derivó en co-construcción de la solución en conjunto con los participantes involucrados. En dicho proceso (Kemmis, 2009) se cambiaron las prácticas de las personas, el decir sobre esas prácticas y las condiciones en las cuales las llevan adelante.…”

Section: [Traducción Propia]unclassified

“…Investigación acción es un proceso crítico y autocrítico que anima a transformaciones individuales y colectivas de las prácticas, de la forma en que se entienden esas prácticas y la transformación de las condiciones que permiten y determinan esas prácticas. No solamente transforma lo que se piensa y se dice, sino las formas de los vínculos con los otros y las circunstancias que los rodean (Kemmis, 2009). …”

Section: [Traducción Propia]unclassified

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El acompañamiento tecno-pedagógico como alternativa para la apropiación de tecnología en docentes universitarios

Morado

2017

Act. Inv. en Educ.

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Section: [Traducción Propia]unclassified

El acompañamiento tecno-pedagógico como alternativa para la apropiación de tecnología en docentes universitarios

Morado

2017

Act. Inv. en Educ.

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“…Rather it sought to change practitioners' practices, understandings and the conditions in which they practised (Kemmis 2009) and to gain significant insights which may have application to other sites in tertiary education.…”

Section: The Present Studymentioning

confidence: 99%

Curricula and pedagogic potentials when educating diverse students in higher education: students’Funds of Knowledgeas a bridge to disciplinary learning

Daddow

2016

Teaching in Higher Education

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Phone: +61 3 9919 8365Angela Daddow is a Lecturer in Social Work at Victoria University, Australia. With post graduate qualifications in Social Work and Education, her expertise includes practitioner and senior management roles and academic positions in both fields. Her research interests include higher education curriculum design, teaching and learning for diversity, transformational pedagogy and education for sustainability. 2Curricula and pedagogic potentials when educating diverse students in higher education: Students' Funds of Knowledge as a bridge to disciplinary learning. AbstractWith the massification of higher education in a knowledge-driven economy, Western universities have struggled to keep pace with the cultural, linguistic, educational and economic diversity of university students and the complex realities of their life-worlds.This has generated systemic inequities for diverse or 'non-traditional' students, and left academics with pedagogic uncertainty. This paper reports on action research that examined curricular and pedagogic practices that made elite academic codes explicit, and utilised students' Funds of Knowledge as assets for disciplinary learning, in an Australian University. The action research confirmed the potential of creating bridges between the cultural practices and literacies of diverse students and the acquisition of disciplinary knowledge, facilitating their negotiation of multiple literacies and the successful participation of all students. Institutional arrangements -governed by economic, cultural and socio-political conditions -that enabled and constrained these potentials were highlighted, suggesting areas for negotiation for the pedagogies' ongoing and wider use.

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“…Communicative action is based in some assumptions concerning behaviour of individuals in group participation as everybody engages equally to speak about a concern; contributions are realistic and honest and there are no boundaries or intimidation between different contributions (Carr & Kemmis, 2009;Kemmis, 2009Kemmis, , 2010. Communicative action can ensure the fairness, legality and rationality of the decisions and actions taken by the participants.…”

Section: 'Reaching Intersubjective Agreement As a Basis For Mutual Unmentioning

confidence: 99%

An action research approach for embedding education for sustainability in a university undergraduate curriculum

Cebrián

2015

Environmental Education Research

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Action research as a practice‐based practice

Cited by 467 publications

References 3 publications

El acompañamiento tecno-pedagógico como alternativa para la apropiación de tecnología en docentes universitarios

El acompañamiento tecno-pedagógico como alternativa para la apropiación de tecnología en docentes universitarios

Curricula and pedagogic potentials when educating diverse students in higher education: students’Funds of Knowledgeas a bridge to disciplinary learning

An action research approach for embedding education for sustainability in a university undergraduate curriculum

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