Participatory Action Research

Chevalier, Jacques; Buckles, Daniel J.

doi:10.4324/9781351033268

Cited by 257 publications

(124 citation statements)

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“…The following ten conditions provided a safe space for context-responsive approaches of teachers' professional development: 1) The context responsiveness of PAR action-reflections rejuvenated process-focused pedagogical approaches that motivated teachers to act autonomously; 2) An explanation of the real needs set out the self-directives of the teachers; 3) Respect for available resources and local knowledge created a platform for cooperation and collaboration; 4) Flexibility in adapting context-responsive collaborative approaches created a favorable environment to participate actively; 5) On-spot support and feedback motivated teachers that involved them in self-reflection and thereby improved their action; 6) The researcher or facilitator's "walking the talk" (Chevalier & Buckles, 2019) built trust among facilitators and teachers; 7) The inclusiveness provided the opportunity of receiving and giving support, trust, and care in need; 8) The establishment of a professional learning community that intended to create a communicative space provided the opportunity to speak, to listen, to ask, and to respect all voices (Habermas, 1972); 9) By being with the teachers, and acknowledging the "preciousness and indissoluble uniqueness of each human life," it enhanced their sense of interconnectedness (Kemmis, 2008, p. 134) as they took professional responsibility and ownership of professional development activities; 10) The investment of ample time with the teachers in their real setting enhanced harmonious relationships among facilitators and teachers.…”

Section: Journal Of Participatory Research Methodsmentioning

confidence: 99%

“…In short, we can facilitate collaboration between teachers and researchers to raise the teachers' professional agency in ways where the teachers become autonomous learners. However, "genuine participation" is a prerequisite (Chevalier & Buckles, 2019). Teachers' collaboration could be enhanced working with the prescribed framework (Gore et al, 2017) but embracing emergent context-responsive collaborative approaches strengthens innovative pedagogical thinking and curriculum integration skills of the teachers.…”

Section: Journal Of Participatory Research Methodsmentioning

confidence: 99%

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Context-responsive Approaches of / for Teachers’ Professional Development: A Participatory Framework

Dhungana

Luitel

Gjøtterud

et al. 2021

Journal of Participatory Research Methods

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Reflecting on Participatory Action Research (PAR) experiences in a Nepali community school, this paper showcases how collaborative approaches, such as cross-sectoral, teacher-student, interdisciplinary, and cross-professional actionreflections, created contextually relevant environments for improving teachers' professional development. Considering the Habermasian Emancipatory interest (1972) as theoretical referents, this paper further explains how teachers' growing professional autonomy through cross-professional collaboration enhanced their professional agency to integrate curriculum and professional development programs, to practice student-centered pedagogy, and to take on leadership positions. Finally, this paper envisions a participatory framework of and for teachers' professional development.

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Section: Journal Of Participatory Research Methodsmentioning

confidence: 99%

Section: Journal Of Participatory Research Methodsmentioning

confidence: 99%

Context-responsive Approaches of / for Teachers’ Professional Development: A Participatory Framework

Dhungana

Luitel

Gjøtterud

et al. 2021

Journal of Participatory Research Methods

View full text Add to dashboard Cite

show abstract

“…Participatory Action Research (PAR) [26] refers to a research data acquisition method in which the researchers themselves participate in the activity they are analyzing. PAR is a subcategory of action research and has been used in various fields of social science research for decades.…”

Section: Participatory Action Researchmentioning

confidence: 99%

Towards Integrated Digital Twins for Industrial Products: Case Study on an Overhead Crane

et al. 2021

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Industrial Internet of Things practitioners are adopting the concept of digital twins at an accelerating pace. The features of digital twins range from simulation and analysis to real-time sensor data and system integration. Implementation examples of modeling-oriented twins are becoming commonplace in academic literature, but information management-focused twins that combine multiple systems are scarce. This study presents, analyzes, and draws recommendations from building a multi-component digital twin as an industry-university collaboration project and related smaller works. The objective of the studied project was to create a prototype implementation of an industrial digital twin for an overhead crane called “Ilmatar”, serving machine designers and maintainers in their daily tasks. Additionally, related cases focus on enhancing operation. This paper describes two tools, three frameworks, and eight proof-of-concept prototypes related to digital twin development. The experiences show that good-quality Application Programming Interfaces (APIs) are significant enablers for the development of digital twins. Hence, we recommend that traditional industrial companies start building their API portfolios. The experiences in digital twin application development led to the discovery of a novel API-based business network framework that helps organize digital twin data supply chains.

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“…Also, it has been pointed out that a systemic view allows the analysis of institutions and organizations as being resisting entities to change: for example, when they object to the (legitimate) demands of minorities and marginalized groups to reduce discriminations (Agócs 1997 ). To address the complex interplays between driving and resisting forces, Lewin’s theoretical groundwork has been extended towards the concept of action research (Burnes 2004 ), which serves as an organizational development approach to dynamically integrate resistance – also in the wake of digital transformation (Argyris 1993 ; Baskerville and Myers 2004 ; Chevalier and Buckles 2019 ).…”

Section: Change and Resistancementioning

confidence: 99%

Resistance to (Digital) Change

Scholkmann

2021

Digital Transformation of Learning Organizations

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Resistance to change has been elaborated on from different perspectives: with a focus on employee resistance to change and as a systemic phenomenon, but also in the light of digital change and digital transformation. However, an integration of these approaches is not easy to find. This chapter discusses the phenomenon of resistance to change in light of current understandings of the concept as well as new elaborations, which might help to pinpoint specific challenges of digital change resistance. To this end, I will dive into the research traditions that have been built up around the concept. In order to understand resistance to digital change, specifically, I will draw upon the theory of Danish educational researcher Knut Illeris and explore the potential of his writings to explain resistance to digital change from a learning perspective. Throughout I will use examples from higher education digitalization research, to illustrate the respective phenomena. Key navigation points of this chapter are to elaborate resistance to (digital) change both as an individual and a systemic phenomenon and to contribute to a better understanding of resistance to digital change in light of incremental and disruptive change expectations.

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Participatory Action Research

Cited by 257 publications

References 0 publications

Context-responsive Approaches of / for Teachers’ Professional Development: A Participatory Framework

Context-responsive Approaches of / for Teachers’ Professional Development: A Participatory Framework

Towards Integrated Digital Twins for Industrial Products: Case Study on an Overhead Crane

Resistance to (Digital) Change

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