Publication Cover
Educational Action Research
Connecting Research and Practice for Professionals and Communities
Volume 26, 2018 - Issue 1
2,127
Views
2
CrossRef citations to date
0
Altmetric
Articles

Exploring scientific, artistic, moral and technical reflection in teacher action research

, ORCID Icon &
Pages 75-90 | Received 09 Mar 2016, Accepted 08 Feb 2017, Published online: 03 Mar 2017

References

  • Agee, J. 2004. “Negotiating a Teacher Identity: An African American Teacher’s Struggle to Teach in Test-Driven Contexts.” Teachers College Record 106 (4): 747–774.10.1111/tcre.2004.106.issue-4
  • Ahmadian, M., and M. Tavakoli. 2011. “Exploring the Utility of Action Research to Investigate Second-Language Classrooms as Complex Systems.” Educational Action Research 19 (2): 121–136.10.1080/09650792.2011.569160
  • Alsup, J. 2005. Teacher Identity Discourses: Negotiating Personal and Professional Spaces. New York: Lawrence Erlbaum Associates.
  • Bakhtin, M. 1981. The Dialogical Imagination: Four Essays. Austin, TX: University of Texas Press.
  • Bernstein, B. 1999. “Vertical and Horizontal Discourse: An Essay.” British Journal of Sociology of Education 20 (2): 157–173.10.1080/01425699995380
  • Bridges, D. 2001. “Professionalism, Authenticity and Action Research.” Educational Action Research 9 (3): 451–464.10.1080/09650790100200160
  • Carr, W. 2006. “Philosophy, Methodology and Action Research.” Journal of Philosophy of Education 40 (4): 421–435.10.1111/jope.2006.40.issue-4
  • Carr, W., and S. Kemmis. 1986. Becoming Critical. London: Falmer Press.
  • Coldron, J., and R. Smith. 1999. “Active Location in Teacher’s Construction of Their Professional Identities.” Journal of Curriculum Studies 31 (6): 711–726.10.1080/002202799182954
  • Coultner, D. 2001. “Teaching as Communicative Action: Habermas and Education.” In Handbook of Research on Teaching, edited by V. Richardson, 90–98. Washington, DC: AERA.
  • Davis, B., and D. Sumara. 1997. “Cognition, Complexity and Teacher Education.” Harvard Educational Review 67 (1): 105–125.10.17763/haer.67.1.160w00j113t78042
  • Davis, B., and D. Sumara. 2005. “Complexity Science and Educational Action Research: Toward a Pragmatics of Transformation.” Educational Action Research 13 (3): 453–464.10.1080/09650790500200291
  • Davis, B., and D. Sumara. 2006. Complexity and Education: Inquiries into Learning, Teaching and Research. Mahwah, NJ: Lawrence Erlbaum Associates.
  • Davis, B., D. Sumara, and R. Luce-Kapler. 2000. Engaging Minds: Learning and Teaching to a Complex World. Mahwah: Lawrence Erlbaum.
  • Editorial. 2011. Educational Action Research 19 (3): 255–260.
  • Elliot, J. 1987. “Educational Theory, Practical Philosophy and Action Research.” British Journal of Educational Studies 35 (2): 149–169.10.1080/00071005.1987.9973758
  • Furlong, J., L. Barton, S. Miles, C. Whiting, and G. Whitty. 2000. Teacher Education in Transition: Reforming Professionalism. Buckingham: Open University Press.
  • Habermas, J. 1991. Erläuterungen Zur Discursethik [Justification and Application: Remarks on Discourse Ethics]. Frankfurt am Main: Suhrkamp.
  • Kelchtermans, G. 2009. “Who I Am in How I Teach is the Message: Self-Understanding, Vulnerability and Reflection.” Teachers and Teaching: Theory and Practice 15 (2): 257–272.10.1080/13540600902875332
  • Kemmis, S. 2009. “Action Research as Practice-Based Practice.” Educational Action Research 17 (3): 463–474.10.1080/09650790903093284
  • Kim, J. H. 2013. “Teacher Action Research as Bildung: An Application of Gadamer’s Philosophical Hermeneutics to Teacher Development.” Journal of Curriculum Studies 45 (3): 379–393.10.1080/00220272.2012.702224
  • Leitch, R., and C. Day. 2000. “Action Research and Reflective Practice: Towards a Holistic View.” Educational Action Research 8 (1): 179–193. doi:10.1080/09650790000200108.
  • Luttenberg, J., and T. Bergen. 2008. “Teacher Reflection: The Development of a Typology.” Teachers and Teaching: Theory and Praxis 14 (5–6): 543–566.10.1080/13540600802583713
  • Luttenberg, J., C. Hermans, and T. Bergen. 2004. “Pragmatic, Ethical and Moral: Towards a Refinement of the Discourse Approach.” Journal of Moral Education 33: 35–55.10.1080/0305724042000200029
  • Luttenberg, J., J. Imants, and K. van Veen. 2013. “Reform as Ongoing Positioning Process: The Positioning of a Teacher in the Context of Reform.” Teachers and Teaching: Theory and Praxis 19 (3): 293–310.10.1080/13540602.2012.754161
  • Luttenberg, J., P.C. Meijer, and H. Oolbekkink. 2016. “Understanding the Complexity of Teacher Reflection in Action Research.” Educational Action Research 25 (1): 88–102.
  • McNiff, J. 2011. “New Cultures of Critical Reflection in Qatar.” Educational Action Research 9 (3): 279–296.10.1080/09650792.2011.600548
  • Miles, B. M., and A. M. Huberman. 1994. Qualitative Data Analysis. London: Sage.
  • Oser, F. 1994. “Moral Perspectives on Teaching.” In Review of Research in Education, edited by L. Darling-Hammond, 57–127. Washington, DC: AERA.
  • Phelps, R., and S. Hase. 2002. “Complexity and Action Research: Exploring the Theoretical and Methodological Connections.” Educational Action Research 10 (3): 507–524.
  • Ragin, C. C. 1987. The Comparative Method: Moving beyond Qualitative and Quantitative Strategies. Berkeley: University of California Press.
  • Rex, L., and M. Nelson. 2004. “How Teacher’s Professional Identities Position High-Stakes Test Preparation in Their Classrooms.” Teachers College Record 106 (6): 1288–1331.10.1111/tcre.2004.106.issue-6
  • Risser, J. 1997. Hermeneutics and the Voice of the Other: Re-Reading Gadamer’s Philosophical Hermeneutics. New York: State University of New York Press.
  • Stenhouse, L. 1975. An Introduction to Curriculum Research and Development. London: Open University Press.
  • Sumara, D., B. Davis., and T. Carson. 1997. “Enlarging the Space of the Possible: Complexity, Complicity and Action-Research Practices.” In Action Research as Living Practice, edited by T. Carson and D. Sumara, 299–312. New York: Peter Lang.
  • Vetter, A., and G. Russel. 2011. “Taking a Cross-Country Journey with a World Map: Examining the Construction of Practitioner Researcher Identities through One Case Study.” Educational Action Research 19 (3): 171–187.10.1080/09650792.2011.569196
  • Wignell, P. 2007. “Vertical and Horizontal Discourse in the Social Science.” In Language, Knowledge and Pedagogy: Functional Linguistic and Sociological Perspectives, edited by F. Christie and J. Martin, 184–204. London: Cassel.