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      Action research

    Chapter 6

    PROFESSIONALDEVELOPMENT

    IN HIGHERAction research

    EDUCATION IntroductionThe aim of this chapter is not to present techniques of action research or a

    step-by-step approach to its planning process and research procedures.

    This has effectively been achieved before in the  Action Research

    Guidebook   by Bennett and Oliver (1988) and in The Action Research

     Planner   by Kemmis and McTaggart (1982; 1988) respectively. Rather,

    this chapter aims to provide an explanation and development of the

    theoretical concept.

    A Theoretical Framework for

    Action Research

    Action research has been suggested as an appropriate and effective

    way to integrate educational research and teaching practice (Rudduck,

    1985; Baird, 1988; Altrichter, 1988; Orteza y Miranda, 1988; Altrichter et

    al., 1989; Oja and Smulyan, 1989; Zuber-Skerritt, 1991a; 1992). The

    ideas and theoretical frameworks provided by Lewin (1948), Kolb (1984)

    and Carr and Kemmis (1986) have been successfully applied by 'teachers

    as researchers' at the primary and secondary levels and in (pre- and in-

    service) teacher education in various countries. For example, in 1989 the

    following action researchers presented their work at the annual meetingof the American Educational Research Association in San Francisco:

    Wasley and McElliott, Noffke, Sockett, SooHoo, Pine and Keane from

    the USA; McKernan from Ireland; Rudduck and Elliott from the UK; and

    Baird from Australia. In the same year, the books by Oja and Smulyan

    (USA), Winter (UK) and Altrichter et al. (Austria) on collaborative action

    research by teachers and teacher educators appeared, as well as many

    articles in various journals of teacher education (e.g. by Ward and

    Ortrun Zuber-Skerritt

    Zuber-Skerritt, O. (1992). Professional development in higher education:

    A theoretical framework for action research. London: Kogan Page.

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