action research chapter 6
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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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