‘It gives meaning and purpose to what you do’: Mentors’ interpretations of practitioner action research in education

IF 0.8 Q3 EDUCATION & EDUCATIONAL RESEARCH

Educational Action Research Pub Date : 2022-07-28 DOI:10.1080/09650792.2022.2106260

Robert Henthorn, K. Lowden, K. McArdle

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引用次数: 3

Abstract

This paper explores the experience of three mentors working with a group of 12 practitioner action researchers; practitioners who were recipients of an Action Research Grant (ARG) in a programme initiated and managed by the Educational Institute of Scotland (EIS). The EIS is a trade union, which represents over 80% of Scotland’s teaching professionals. The paper draws on these experiences, the views of participants and the research literature, to illustrate how action research, particularly that which is mentored by experienced colleagues, can empower teachers and enhance their practice to make positive difference to their learners and beyond and so becomes participatory action research (PAR). the researcher and his/her development through the EIS ARG programme, which contributes to the empowerment, agency/identity of the individual and has an impact through the ripple effect on first the researcher and then, others. We propose that this model of trade union sponsored and supported PAR is strong and has international significance. The sample studied for this paper is small but correlates with the experience for two of us of working more widely within the EIS ARG programme, with 60+ participants and within our wider experience of PAR in a Higher Education context.

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“它赋予你所做的事情意义和目的”：导师对教育从业者行动研究的解释

本文探讨了三位导师与12名从业者行动研究人员合作的经验；在苏格兰教育研究所（EIS）发起和管理的一个项目中获得行动研究补助金（ARG）的从业者。EIS是一个工会，代表了苏格兰80%以上的教学专业人员。本文利用这些经验、参与者的观点和研究文献，说明行动研究，特别是由经验丰富的同事指导的行动研究，如何赋予教师权力，加强教师的实践，从而对学习者和其他人产生积极的影响，从而成为参与性行动研究（标准杆数）。研究人员及其通过EIS ARG计划的发展，该计划有助于个人的赋权、代理/身份，并通过对研究人员和其他人的连锁反应产生影响。我们认为，这种工会赞助和支持标准杆数的模式是强有力的，具有国际意义。本文所研究的样本很小，但与我们两人在EIS ARG计划中更广泛地工作的经验相关，有60多名参与者，以及在高等教育背景下标准杆数的更广泛经验。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Educational Action Research EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

3.10

自引率

8.30%

发文量

期刊介绍： Educational Action Research is concerned with exploring the dialogue between research and practice in educational settings. The considerable increase in interest in action research in recent years has been accompanied by the development of a number of different approaches: for example, to promote reflective practice; professional development; empowerment; understanding of tacit professional knowledge; curriculum development; individual, institutional and community change; and development of democratic management and administration. Proponents of all these share the common aim of ending the dislocation of research from practice, an aim which links them with those involved in participatory research and action inquiry. This journal publishes accounts of a range of action research and related studies, in education and across the professions, with the aim of making their outcomes widely available and exemplifying the variety of possible styles of reporting. It aims to establish and maintain a review of the literature of action research. It also provides a forum for dialogue on the methodological and epistemological issues, enabling different approaches to be subjected to critical reflection and analysis. The impetus for Educational Action Research came from CARN, the Collaborative Action Research Network, and since its foundation in 1992, EAR has been important in extending and strengthening this international network.