Weaving the Threads of Practice and Research

Townsend, Andrew

doi:10.1007/978-94-6209-803-9_2

Cited by 7 publications

(4 citation statements)

References 18 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…The melding of perspectives -across nations, demographics and interests could be framed as inter-disciplinary, international or intersubjective. What matters, I propose, is that these different perspectives were woven together into the tapestry of participatory action research (Townsend, 2014). The tapestry was richer for the different perspectives, it documents the commitment of the 'weavers' to their process and their change, and also challenges those who view it as to what they will do, how they will change.…”

Section: Resultsmentioning

confidence: 99%

Problematic participation: reflections on the process and outcomes of participatory action research into educational inequalities

Stuart

2020

Educational Action Research

View full text Add to dashboard Cite

show abstract

Section: Resultsmentioning

confidence: 99%

Problematic participation: reflections on the process and outcomes of participatory action research into educational inequalities

Stuart

2020

Educational Action Research

View full text Add to dashboard Cite

show abstract

“…and "What can I do to make it better?" Action research is conducted by teachers who put their knowledge into practice with the purpose of improving both their practical work and themselves as practitioners (Townsend, 2014), so it may be said that conducting action researches is closely linked to the reassessment of their own practice, which enables teachers to shape and share their rich teaching experience, but also to use it more systematically (Budjevac et al, 2013). Physical education differs from other forms of education by its particular characteristics.…”

Section: Discussionmentioning

confidence: 99%

Physical Education Teachers as Reflective Practitioners and Action Researchers in Their Work

Maksimović

Osmanović

2018

FU Phys Ed Sport

View full text Add to dashboard Cite

Physical education classes are peculiar in their character in comparison to classes of other school subjects since they are not taught in a classroom. However, it certainly does not mean that physical education teachers should not reflect on their practical work or analyse it. This process of reflective thinking represents a particular challenge and responsibility for physical education teachers. Therefore, the goal of this research is to determine the way in which they approach this issue, i.e. whether physical education teachers are reflective practitioners and action researchers. The paper used a descriptive method and scaling technique, as well as a Likert type scale (FVAI) scales, designed for the purpose of this research, which examined the teachers' attitudes about physical education in the context of reflexive practice and action research. The survey was conducted on a sample of 405 respondents in relation to independent variables of the type of school (primary and secondary) and years of service (0-10; 11-20; over 20 years of work experience). This research has shown that teachers are partially informed about action research and its application, whereas they highly value all the aspects of reflective teaching. This research contributes to the affirmation of action research since reflection and action are linked in physical education teaching by means of a continuous, unbroken line which further encourages teachers to reflect on their own practice. Teachers who are reflective practitioners are simultaneously action researchers. This research has proven the existence of a statistically significant connection between the reflectivity components of physical education teachers and the stage of education (school) in which they teach and years of teaching experience, p<0.05.

show abstract

“…Although there is still some misunderstanding about the relation between action and research (Townsend, 2014; Eden and Ackermann, 2018), the first out of twelve contentions according to Eden and Huxham (1996, p. 78) is that “action research must have some implications beyond […] the domain of the project.” This underlines the inextricable connection between the two: “Whilst action research has many distinctive features, such as reflexivity and change through participation, what really sets it apart from other knowledge generating and change endeavors is the link between research and action“(Rauch et al , 2014, p. 1).…”

Section: Methodsmentioning

confidence: 99%

How transformative learning nurtures ecological thinking. Evidence from the Students Swap Stuff project

Molderez

2021

IJSHE

View full text Add to dashboard Cite

Purpose There is a growing call for novel approaches in education with respect to sustainable development. Transformative learning lacks empirical research. This paper responds to that gap and aims at analysing how transformative learning nurtures ecological thinking. Design/methodology/approach The Students Swap Stuff sustainability project is the result of a transformative and action-oriented learning process within the course Corporate Social Responsibility of the Master Environmental, Health and Safety Management, Faculty of Economics and Business at KU Leuven, Brussels, Belgium. Framed by the appreciative inquiry method, students set up a swapping system to limit overconsumption, waste and spillage caused by students’ stay in Brussels for a semester or longer. The paper is focusing on participatory action research, using semi-structured interviews with twenty-two participating students exploring whether their assumptions regarding the dominant paradigms in management have been transformed. Forty-nine participants in the closet swap completed a questionnaire related to their motivations. Findings The project was helpful in rethinking the traditional economic system and in decentering the economic element allowing for a different way of thinking, integrating trust and restoring the value of just giving. Four insights from the Students Swap Stuff project are relevant for other action-oriented learning approaches: start from a specific framework to guide the action; give enough time to dream what might be, but always link it to delivering what will be; insert sufficient moments of reflection; and give the students ample opportunities to express their feelings during the project. Research limitations/implications First, the research focused on one case, the Students Swap Stuff, with a limited number of students participating in the project. The aim of action-oriented learning, however, was not mere action, but the action had to lead to insights that are helpful for other cases and situations. Second, the interviews were set up between peers. Information about their background, such as families, preferred activities during leisure time, attitudes in favor of the environment, were not directly integrated in the semi-structured questions. This could be part of follow-up research emphasizing aspects of environmental psychology. Practical implications This study reveals that transformative and action-oriented learning demand a lot from students and lecturers. To avoid confusion on the concept “action,” praxis could be used to emphasize that thinking and doing exist simultaneously. Students learn in a natural way, but do not always see the effects immediately. Lecturers have to respond to this in a constructive way and have to include reflection moments on a regular basis. Originality/value Apart from the dominant research on students as objects, there is little research with students. This paper goes further by combining two stances: students as co-creators of knowledge; and students as participants in action research.

show abstract

Weaving the Threads of Practice and Research

Cited by 7 publications

References 18 publications

Problematic participation: reflections on the process and outcomes of participatory action research into educational inequalities

Problematic participation: reflections on the process and outcomes of participatory action research into educational inequalities

Physical Education Teachers as Reflective Practitioners and Action Researchers in Their Work

How transformative learning nurtures ecological thinking. Evidence from the Students Swap Stuff project

Contact Info

Product

Resources

About