Action Research: Principles and Practice by Jean McNiff

By Jean McNiff

Because the first variation of this demonstrated textual content was once released in 1988, motion learn has won flooring as a well-liked strategy among academic researchers, and particularly for training lecturers doing higher-level classes. during this new version Jean McNiff presents updates on methodological discussions and comprises new sections of case research fabric and knowledge on aiding motion examine. The publication increases matters approximately how motion study is theorised, if it is visible as a spectator self-discipline or as a true lifestyles perform, and the way practitioners place themselves in the debate. It discusses the significance for educators of realizing their very own paintings and displaying how their educative impact can result in the advance of fine orders in formal and casual studying settings and within the wider community.This moment version comes at a time whilst, after years of dialogue over what counts as motion learn, it really is now thought of a suitable and beneficial a part of mainstream study perform.

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Challenging dominant epistemologies The purpose of research is generally understood as gathering data and testing it in order to generate new knowledge which can produce new theories of how reality works. In traditional views theories exist as an abstract body of knowledge which informs practice, a theory-into-practice model. In traditional education settings, whether in formal schooling or professional education, there is an expectation that people will attend lessons and take notes, but not raise questions.

The issue remains, however, whose research is it? Some views of action research say it is acceptable for an external researcher to observe, describe and explain the actions of others who are doing action research. This belief animates an interpretive view of action research (see Chapter 3). In my opinion, this is a distortion of the values of democracy and respect for others who should be regarded as thinking people who have the capacity to judge their own practice, also recognising that the process of self-evaluation is likely to be enhanced within a community of critical friends.

While it is not too difficult to show influence within supportive communities (see Chapters 5 and 9–12), it is more problematic when it is a question of influencing others who are indifferent or hostile, or whose interests are to do with careerism and profit-making rather than education. How the knowledge can be disseminated, and the influence intensified, is discussed in Chapter 4. I will now move on to consider the relationships between theory and practice. 2 How do we come to know? Linking theory and practice This chapter deals with issues about how knowledge is generated and its relationship with practice.

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