Session Information
WERA SES 05 A, International Trends in Education Research and Methodology
Paper Session
Contribution
Background: Participatory forms of action research require researchers to continually critically reflect on the process and emerging findings. However, critical reflection does not appear to come easily to students (or supervisors), who are used to fulfilling a more objective and neutral role in the research process.
Purpose: The purpose of this paper is to share the mutual learning of three doctoral students under my academic guidance in respect of the importance of critical reflection for the success of their study, as well as my own learning of how this reflexive capacity can be nurtured through the creation of a supportive learning environment in the form of an action learning set. The narrative account will focus on the challenges, successes, and learning of the student researchers as they develop their identity as action researchers, working in education contexts characterised by socio-economic disadvantage. The presentation is thus a critical self-reflection on my part, to show how I attempted to move students from explicit knowing (about actions) to deep tacit knowing (about their influence on the process) (Polanyi, 1958), to enable them to acquire the “I” knowledge that will enable them to better understand their influence on the research process. This knowledge has significance for both academics and postgraduate students the world over.
Method
Expected Outcomes
References
Herr, K., & Anderson, G.L. (2005). The action research dissertation: a guide for students and faculty. Thousand Oaks, CA: Sage. McNiff, J. (2013). Action research: principles and practice. London: Routledge. Polanyi, M. (1958). Personal knowledge. London: Routledge & Kegan Paul.
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