Název: Bridging the gap between theory and practice with design-based action research
Zdrojový dokument: Studia paedagogica. 2017, roč. 22, č. 4, s. [9]-29
Rozsah
[9]-29
-
ISSN1803-7437 (print)2336-4521 (online)
Trvalý odkaz (DOI): https://doi.org/10.5817/SP2017-4-2
Trvalý odkaz (handle): https://hdl.handle.net/11222.digilib/137667
Type: Článek
Jazyk
Licence: Neurčená licence
Upozornění: Tyto citace jsou generovány automaticky. Nemusí být zcela správně podle citačních pravidel.
Abstrakt(y)
This article proposes design-based action research as an addendum to large-scale educational research. Placing design-based research together with teachers' action research into one single method, this study takes a pragmatic approach in accordance with Dewey's (1938) philosophy on democratic change in education. Its participatory methodological framework includes stakeholders directly into the discourse about educational improvements and reforms. To make my claims substantial, I will elucidate why teachers' practical knowledge is of paramount importance for bridging the well-known gap between theory and practice. I will exemplify the constructed method with a research project exploring the potential of The Simpsons for bilingual Politics & Economics classes. I will argue that the overall approach I offer makes practical knowledge become scientific. Additionally, considerations for including design-based action research as a methodological pathway into teacher education are mentioned.
Reference
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[27] Meyer, H. D., & Zahedi, K. (2014). Open letter to Andreas Schleicher, OECD, Paris. Policy Futures in Education, 12(7), 872–877.
[28] Nijhawan, S. (2013). A visit by five yellow people from Springfield, USA, to a German 9th grade: What can The Simpsons contribute to bilingual teaching in politics & economics? Studienseminar für Gymnasien. Frankfurt am Main.
[29] Nijhawan, S. (2014). Vom Comic zum Zeichentrickfilm – Sachfachunterricht mit "The Simpsons" . Praxis Fremdsprachenunterricht (Englisch), 11(3), 13–15.
[30] Pålshaugen, Ø. (2009). How to generate knowledge from single case research on innovation? International Journal of Action Research, 5(3), 231–254.
[31] Richards, K. (2003). Qualitative inquiry in TESOL. New York: Palgrave Macmillan.
[32] Sahlberg, P. (2006). Education reform for raising economic competitiveness. Journal of Educational Change, 7(4), 259–287. | DOI 10.1007/s10833-005-4884-6
[33] Sahlberg, P. (2011). The Fourth Way of Finland. Journal of Educational Change, 12(2), 173–185. | DOI 10.1007/s10833-011-9157-y
[34] Scanlan, S. J., & Feinberg, S. L. (2000). The cartoon society: Using "The Simpsons" to teach and learn sociology. Teaching Sociology, 28(2), 127–139. | DOI 10.2307/1319260
[35] Schaenen, I., Kohnen, A., Flinn, P., Saul, W., & Zeni, J. (2012). 'I' is for 'insider': Practitioner research in schools. International Journal of Action Research, 8(1), 68–101.
[36] Schön, D. A. (1983). The reflective practitioner: How professionals think in action. New York: Basic Books.
[37] Scott, J. C. (1998). Seeing like a state: How certain schemes to improve the human condition have failed. New Haven: Yale University Press.
[38] Sein, M. K., Henfridsson, O., Purao, S., Rossi, M., & Lindgren, R. (2011). Action design. MIS Quarterly, 35(1), 37–56. | DOI 10.2307/23043488
[39] Sellar, S., & Lingard, B. (2013). The OECD and global governance in education. Journal of Education Policy, 28(5), 710–725. | DOI 10.1080/02680939.2013.779791
[40] Stark, J. L. (2014). The potential of Deweyan-inspired action research. Education and Culture, 30(2), 87–101. | DOI 10.1353/eac.2014.0013
[41] Swaffar, J., & Vlatten, A. (1997). A sequential model for video viewing in the foreign language curriculum. The Modern Language Journal, 81(2), 175–188. | DOI 10.1111/j.1540-4781.1997.tb01173.x
[42] The Design-Based Research Collective. (2003). Design-based research: An emerging paradigm for educational inquiry. Educational Researcher, 32(1), 5–8.
[43] Thiollent, M. (2011). Action research and participatory research: An overview. International Journal of Action Research, 7(2), 160–174.
[44] Timperley, H., Wilson, A., Barrar, H., & Fung, I. (2007). Teacher professional learning and development: Best evidence synthesis iteration. Wellington: Ministry of Education.
[45] Weber, M. (1919). Wissenschaft als Beruf. München: Duncker & Humblot.
[2] Anderson, T., & Shattuck, J. (2012). Design-based research: A decade of progress in education research? Educational Researcher, 41(1), 16–25. | DOI 10.3102/0013189X11428813
[3] Argyris, C., Putnam, R., & McLain Smith, D. (1985). Action science. San Francisco: Jossey-Bass.
[4] Barab, S., & Squire, K. (2004). Design-based research: Putting a stake in the ground. The Journal of the Learning Sciences, 13(1), 1–14. | DOI 10.1207/s15327809jls1301_1
[5] Baumfield, V., Hall, E., & Wall, K. (2012). Action research in education: Learning through practitioner enquiry: SAGE Publications.
[6] Brown, A. L. (1992). Design Experiments: Theoretical and methodological challenges in creating complex interventions in classroom settings. The Journal of the Learning Sciences, 2(2), 141–178. | DOI 10.1207/s15327809jls0202_2
[7] Cantor, P. A. (1999). The Simpsons: Atomistic politics and the nuclear family. Political Theory, 27(6), 734–749. | DOI 10.1177/0090591799027006002
[8] Cobb, P., Confrey, J., diSessa, A., Lehrer, R., & Schauble, L. (2003). Design experiments in educational research. Educational Researcher, 32(1), 9–13. | DOI 10.3102/0013189X032001009
[9] Cochran-Smith, M., & Lytle, S. L. (1999). Relationships of knowledge and practice: Teacher learning in communities. Review of Research in Education, 24, 249–305.
[10] Cole, R., Purao, S., Rossi, M., & Sein, M. K. (2005). Being proactive: Where action research meets design research. In D. Avison, D. Galletta, & J. I. DeGross (Eds.), ICIS International Conference on Information Systems, Las Vegas, USA, December 11–14, 2005 (pp. 325–335): Association for Information Systems (AIS).
[11] Collins, A. (1992). Toward a design science of education. In E. Scanlon & T. O'Shea (Eds.), New Directions in Educational Technology (15–22). Berlin: Springer.
[12] DESI-Konsortium (eds.). (2006). Unterricht und Kompetenzerwerb in Deutsch und Englisch. Zentrale Befunde der Studie Deutsch-Englisch-Schülerleistungen-International (DESI) . Frankfurt am Main: Deutsches Institut für Internationale Pädagogische Forschung. Retrieved from http://www.dipf.de/de/projekte/pdf/biqua/desi-zentrale-befunde
[13] Detienne, M., & Vernant, J. P. (1978). Cunning Intelligence in Greek Culture and Society. Trans. Janet Lloyd, Hassocks: Harvester Press.
[14] Dewey, J. (1938). Experience and Education. New York: The Macmillan company.
[15] Feyerabend, P. (1993). Against Method. London: Verso.
[16] Fichten, W. (2005). Selbstbeobachtung von Forschung – Reflexions- und Erkenntnispotenziale der Oldenburger Teamforschung. In E. Eckert & W. Fichten (Eds.), Schulbegleitforschung (pp. 105–126). Münster: Waxmann.
[17] Fischer, F., Waibel, M., & Wecker, C. (2005). Nutzenorientierte Grundlagenforschung im Bildungsbereich. Zeitschrift für Erziehungswissenschaft, 8(3), 427–442. | DOI 10.1007/s11618-005-0149-7
[18] Geertz, C. (2000). Local knowledge: Further essays in interpretive anthropology. New York: Basic Books.
[19] Genesee, F. (1987). Learning through two languages: Studies of immersion and bilingual education. Cambridge: Newbury House.
[20] Goodwin, C. (1994). Professional vision. American Anthropologist, 96(3), 606–633. | DOI 10.1525/aa.1994.96.3.02a00100
[21] Grek, S. (2009). Governing by numbers: The PISA 'effect' in Europe. Journal of Education Policy, 24(1), 23–37. | DOI 10.1080/02680930802412669
[22] Hall, J. (2005). Homer economicus: Using The Simpsons to teach economics. Journal of Private Enterprise, 30(2), 165–176.
[23] Kristiansen, A. (2001). Animation and teaching: Enhancing subjects from the curriculum by using "The Simpsons" in high school English teaching. Retrieved from https://www.simpsonsarchive.com/other/papers/ak.paper.html
[24] Letiche, H., & Statler, M. (2005). Evoking Metis: Questioning the logics of change, responsiveness, meaning and action in organizations. Culture and Organization, 11(1), 1–16. | DOI 10.1080/14759550500062219
[25] Lewin, K. (1946). Action research and minority problems. Journal of Social Issues, 2(4), 34–46. | DOI 10.1111/j.1540-4560.1946.tb02295.x
[26] Mackay, D., Zundel, M., & Alkirwi, M. (2014). Exploring the practical wisdom of Mētis for management learning. Management Learning, 45(4), 418–436. | DOI 10.1177/1350507614541197
[27] Meyer, H. D., & Zahedi, K. (2014). Open letter to Andreas Schleicher, OECD, Paris. Policy Futures in Education, 12(7), 872–877.
[28] Nijhawan, S. (2013). A visit by five yellow people from Springfield, USA, to a German 9th grade: What can The Simpsons contribute to bilingual teaching in politics & economics? Studienseminar für Gymnasien. Frankfurt am Main.
[29] Nijhawan, S. (2014). Vom Comic zum Zeichentrickfilm – Sachfachunterricht mit "The Simpsons" . Praxis Fremdsprachenunterricht (Englisch), 11(3), 13–15.
[30] Pålshaugen, Ø. (2009). How to generate knowledge from single case research on innovation? International Journal of Action Research, 5(3), 231–254.
[31] Richards, K. (2003). Qualitative inquiry in TESOL. New York: Palgrave Macmillan.
[32] Sahlberg, P. (2006). Education reform for raising economic competitiveness. Journal of Educational Change, 7(4), 259–287. | DOI 10.1007/s10833-005-4884-6
[33] Sahlberg, P. (2011). The Fourth Way of Finland. Journal of Educational Change, 12(2), 173–185. | DOI 10.1007/s10833-011-9157-y
[34] Scanlan, S. J., & Feinberg, S. L. (2000). The cartoon society: Using "The Simpsons" to teach and learn sociology. Teaching Sociology, 28(2), 127–139. | DOI 10.2307/1319260
[35] Schaenen, I., Kohnen, A., Flinn, P., Saul, W., & Zeni, J. (2012). 'I' is for 'insider': Practitioner research in schools. International Journal of Action Research, 8(1), 68–101.
[36] Schön, D. A. (1983). The reflective practitioner: How professionals think in action. New York: Basic Books.
[37] Scott, J. C. (1998). Seeing like a state: How certain schemes to improve the human condition have failed. New Haven: Yale University Press.
[38] Sein, M. K., Henfridsson, O., Purao, S., Rossi, M., & Lindgren, R. (2011). Action design. MIS Quarterly, 35(1), 37–56. | DOI 10.2307/23043488
[39] Sellar, S., & Lingard, B. (2013). The OECD and global governance in education. Journal of Education Policy, 28(5), 710–725. | DOI 10.1080/02680939.2013.779791
[40] Stark, J. L. (2014). The potential of Deweyan-inspired action research. Education and Culture, 30(2), 87–101. | DOI 10.1353/eac.2014.0013
[41] Swaffar, J., & Vlatten, A. (1997). A sequential model for video viewing in the foreign language curriculum. The Modern Language Journal, 81(2), 175–188. | DOI 10.1111/j.1540-4781.1997.tb01173.x
[42] The Design-Based Research Collective. (2003). Design-based research: An emerging paradigm for educational inquiry. Educational Researcher, 32(1), 5–8.
[43] Thiollent, M. (2011). Action research and participatory research: An overview. International Journal of Action Research, 7(2), 160–174.
[44] Timperley, H., Wilson, A., Barrar, H., & Fung, I. (2007). Teacher professional learning and development: Best evidence synthesis iteration. Wellington: Ministry of Education.
[45] Weber, M. (1919). Wissenschaft als Beruf. München: Duncker & Humblot.