Action Research as a Tool for Deliberate Communication between University and School

Author(s):

Elisabeth Hesslefors Arktoft

Conference:

ECER 2008

Network:

15. Research Partnerships in Education

Format:

Paper

Session Information

15 SES 08, Collaborative Action Research

Paper Session

Time:

2008-09-12

08:30-10:00

Room:

B1 135

Chair:

Miranda Pilo

Contribution

Two action research inspired projects - Action Research Circle (ARC) and Action Learning Meetings (ALM) ABSTRACT AND INTRODUCTION A Governmental Committee for Teacher Education (SOU: 1999: 63) in Sweden, states that a recurrent problem for teacher education is the gap between the subject studies at the universities and the content of these subjects at school. This is a general problem for all subjects in teacher education. Collaborations between teachers from university and school as well as student teachers in relation to Social Subjects have been the starting point in outlining the two Action Research Projects that will be focused in this article. The problem with this gap is not seen as a simple question of how to make the university subject more alike and the same as the school subject or vice versa. The participants in the projects want to experience school- and university teaching situations as starting points for a deep and enlightening discussion about the differences and similarities. Action Research is used as a tool to reach these goals. In the article, the projects’ aim, methods and results are described. The improvement for students, teachers at school and teachers at university, will be reflected upon in relation to theory and practice and deliberate communication. Despite the aim to meet on equal terms, the results indicate an unbalance between university and schools. If we look at the different participants as representatives of theory on one hand, and practice on the other, and the students as transgressors, the results show that the students are empowered. The university teachers are satisfied with what they have obtained from the university courses and schoolteachers are interested and inspired by the university courses. The discussion was more or less made from a university perspective but, anyhow, teacher education could be seen as a possible field where different actors can meet and share a common interest on how to develop social science subjects in a changing society.

Method

Action Research is used as a tool to reach these goals. In the article, the projects’ aim, methods and results are described.

Expected Outcomes

Despite the aim to meet on equal terms, the results indicate an unbalance between university and schools. If we look at the different participants as representatives of theory on one hand, and practice on the other, and the students as transgressors, the results show that the students are empowered. The university teachers are satisfied with what they have obtained from the university courses and schoolteachers are interested and inspired by the university courses. The discussion was more or less made from a university perspective but, anyhow, teacher education could be seen as a possible field where different actors can meet and share a common interest on how to develop social science subjects in a changing society.

References

Blom, Agneta (2004) Social Science Knowledge in a knowledgeable society. Evaluation of a subjekt in Teacher Education at Göteborg University (Samhällskunskap i kunskapssamhället. Utvärdering av en inriktning inom den nya lärarutbildningen vid Göteborgs universitet UFL-rapport 2004:07 Utbildnings och forskningsnämnden för lärarutbildning vid Göteborgs universitet Bronäs, Agneta & Selander, Staffan (2006) Reality-Reality – about theory and practice in teacher education (Verklighet, verklighet – om teori och praktik i lärarutbildningen) Burnaford m fl (1996) Teachers doing research. Practical Possibilities LEA Publishers New Yersey Egerbladh & Tiller Tom 1997 Research at schools (Forskning i skolans vardag) Studentlitteratur Englund, Tomas red. (2007) Education as Communication –deliberative talks as a possibility Utbildning som kommunikation - deliberativa samtal som en möjlighet Daidalos Göteborg Frykhammar, Elisabeth To Learn from Each Other. Att lära tillsammans med varandra Lic. avhandling Uppsala University Hollingworth, Sue ed (1997) International Action Research .A casebook for Educational Reform Falmer Press London Holmstrand, Lars The Research Circle as a place for sharing knowledge (Forskningscirkeln som en plats för kunskapsmöten )Vest Nr 3-4 1997 Vol 10 Kemmis, Stephen & Mattsson, Matts (2007) Praxis-Related Research-Serving Two Masters. In Pedagogy, Culture and Society Journal of Educational Discussions UK Kemmis Stephen & Smith Tracey ( 2007) Generating Praxis in Enabling Praxis, Kemmis a Smith ed Sense Larsson, Kent (2007) Social Science at School, democrasy, communication and learning (Samhällskunskap, demokrati kommunikation och lärande I Englund (red) Utbildning som kommunikation Daidalos Göteborg Lendahls-Rosendahl B & Rönnerman K 2000, Collaborations with dilemmas. Dilemma fyllda möten Report from Dept of Education 2000:16 Malmgren, Gun (1985) My Future about year 7-9 pupils views on their future. Min framtid om högstadieelever syn på framtiden Lund & Stenehag Symposion Noffke, Susan & Robertson Stevens 1995 ed Educational Action Research Teachers College Press Rönnerman Karin (1998) Developmental work- e place fort teachers professional learning. Utvecklingsarbete - en grund för lärares lärande Studentlitteratur Lund Rönnerman Karin (2004) red. Action Research as a practical field. Aktionsforskning i praktiken Studentlitteratur Lund Skolverket 2004 The National Evaluation 2003, Den nationella utvärderingen 2003 En sammanfattande rapport Skolverket Rapport nr 250, www.skolverket.se/publikationer SOU 1999:63 To Learn and to Lead – e teacher education for cooperation and development Att lära och leda - en lärarutbildning för samverkan och utveckling Lärarutbildningskommitténs U 97:07, Utbildningsdepartementet wwww.regeringen.se/sb/d/108 Svingby, Gunilla ed 1987, Social science in focus So i fokus Liber förlag Svingby, Gunilla 1992 Effective knowledge Effektiva kunskaper I Lärarförbundet Vägar till kunskap Stockholm SODIK www.ped.gu.se/sodik Tiller, T (1999) Action Learning Aktionslärande, Forskande partnerskap i skolan, Runa Förlag Stockholm UG 95 Proven, kunskapen och undervisningen Samhällsorienterande ämnen år 9 Skolverkets rapport nr 138 Zeichner, Kenneth 2007 keynote-speech at CARN conference in Umeå, Department of education Umeå university www.unea-congress.se/carnconf.htm

Author Information

Elisabeth Hesslefors Arktoft

Gbg university

Department of Education

Onsala

186

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