Action research: The researcher reflecting on her own role

Author(s):

May Postholm

Conference:

ECER 2010

Network:

19. Ethnography

Format:

Paper

Session Information

19 SES 10 A,

Paper Session

Time:

2010-08-27

10:30-12:00

Room:

U40 SALI 2, Metsätalo

Chair:

Sofia Marques da Silva

Contribution

In action research the process for the most part develop in other directions than the researcher has thought of or planned for, because the work is process driven (Postholm & Moen, 2009). The experiences reflected on in this presentation are based on The Lade-project, an action research project in a lower secondary school funded by the Norwegian Research Council. The aim of this presentation is to answer the research question: How has the researcher to adapt to the developing processes and continuously be in relation to the participants during the work? The project referred to was conducted together with twelve teachers, and the collaboration between me and the practitioners lasted for two years. In the presentation I give two narratives describing my own thoughts and reflections on two specific situations in practice. These reflections or pictures from practice are analyzed by using the theoretical concepts: symmetrical relations (Bateson, 1972), emotions (Dalai Lama, 2008; Næss, 2005; Vygotsky, 2000), appreciative intelligence (Ghaye et.al., 2008), and moral courage (Ghaye et al., 2008). By using these theoretical concepts the meetings between me, the researcher, and the participants are analysed and made more understandable.

Method

The method used to gather data to shed light on the focused theme, was my log book notes. To become aware of my own subjectivity and the immediate analyses during the project I decided before the work started to write log book entries or memos (Strauss & Corbin, 1998). These notes became gradually more important than what I have imagined beforehand. I had not planned to use this book to reflect on my own role, but it is obvious that the work in the practice field engaged me personally, and that I had a need to linger on these experiences. To do this the log book became a helping tool. After several re-readings of this logbook I came to that descriptions of two situations in practice could give a picture of what a researcher conducting action research can experience when accomplishing such work.

Expected Outcomes

In the presented descriptions I write about how I decided what clothes I should wear when meeting the teachers, how my thoughts ran in my head when I was sent out from a meeting when they wanted to discuss the project without me being present, and how I had to change my assumption about when theory should be introduced in the teachers’ reflection processes on their own practice. The findings are that in addition to have a social, communicative, pedagogical and subject competence (Postholm & Madsen, 2006), the researcher working on action research projects have to deal with uncertainty when both pushing and pulling the teachers in their development work. Moreover, the researcher has to be sensitive for what is going on and grasp the teachers’ collective zone of proximal development (Vygotsky, 1978) to manage to lead them further in the development of practice. At the same time these processes have to get force from the bottom and from within, as is, from the teachers themselves. To be aware of what action research requires of the researcher is useful for all researchers conducting such work. Therefore this work will be published in a book focusing on the researcher’s role in action research.

References

Bateson, G. (1972). Steps to an Ecology of Mind. San Francisco: Chandler. Ghaye, T., Melander-Wikman, A., Kisare, M., Chambers, P., Bergmark, U., Kostenius, C, Lillyman, S. (2008): Participatory and appreciative action and reflection (PAAR) – democratizing reflective practices. I: Reflective Practice Vol.9, No. 4, November 2008. London: Routledge. Lama, D., & Cutler, H.C. (2008). Kunsten å være lykkelig: en håndbok i å leve. [The art to be happy: a habdbook in living]. Oslo: Arneberg. (translated by M. Carlsen). Næss, A. (2005). Livsfilosofi. Et personlig bidrag om følelser og fornuft, [Philosopy of live: A personal contribution about sense and sensibility], Vygotsky, L.S. (2000). Thought and Language. Cambridge, MA: MIT Press. with P.I. Haukeland. Oslo: Universitetsforlaget. Postholm, M.B. & Moen, T. (2009). Forsknings- og utviklingsarbeid i skolen. Metodebok for lærere, studenter og forskere. [Research and development work in school. A book in methodology for teachers, students and researchers]. Oslo: Universitetsforlaget. [Publishing Firm]. Postholm, M.B. & Madsen, J. (2006). The Researcher’s Role: An Ethical Dimension. I Outlines, no. 1, s. 49-60. Strauss, A., & Corbin, J. (1998). Basics of qualitative research: techniques and procedures for developing grounded. Thousand Oaks, Calif: Sage. Vygotsky, L.S. (1978). Mind in Society. The Development of Higher Psychological Processes. Cambridge: Harvard University Press. Vygotsky, L.S. (2000). Thought and Language. Cambridge, MA: MIT Press.

Author Information

May Postholm

NTNU

PLU

Trondheim

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