Reflection as pedagogy in action research

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dc.contributor.authorSimmons, M.
dc.contributor.authorMcDermott, M.
dc.contributor.authorEaton, S.E.
dc.contributor.authorBrown, B.
dc.contributor.authorJacobsen, Michele
dc.date.accessioned2021-04-16T03:01:27Z
dc.date.embargolift2022-08-15
dc.date.issued2021-02-15
dc.descriptionThis is an Accepted Manuscript of an article published by Taylor & Francis in 'Educational Action Research' on 2021-02-15, available online: https://www.tandfonline.com/10.1080/09650792.2021.1886960.
dc.description.abstractIn this paper, we attend to the pedagogical role of reflection within action research practices. We discuss educational considerations of the complex process of improving curriculum, while undertaking collaborative research in which reflection within the iterative process of action research became pedagogical. We draw upon our reflections from an action research project on research-based learning in course-based, professional graduate programs. In particular, our purpose was to think about our reflections from diverse roles and viewpoints, from associate dean, academic coordinator, instructor, and co-researchers, to explore the various ways in which our collaborative understandings informed graduate program design. Our narrative reflections allowed us to learn about our individual and collective beliefs about action research, and the ways in which our beliefs and practices shaped graduate students’ experiences learning about and conducting action research. In drawing on our critical reflective processes, we show both the tensions and possibilities of collaboration in action research. We conclude, after reflecting on our collective processes engaged in this paper, that documenting researchers’ experiences can be vital in action research for addressing complex educational challenges in the improvement of curriculum and programs, and in creating the conditions for enhanced student learning experiences. © 2021 Educational Action Research.
dc.identifier.citationSimmons, M., McDermott, M., Eaton, S. E., Brown, B., & Jacobsen, M. (2021). Reflection as pedagogy in action research. Educational Action Research, 29(2), 245–258. doi:10.1080/09650792.2021.1886960
dc.identifier.doi10.1080/09650792.2021.1886960
dc.identifier.issn0965-0792
dc.identifier.urihttp://hdl.handle.net/1880/113252
dc.identifier.urihttps://dx.doi.org/10.11575/PRISM/38743
dc.languageeng
dc.language.isoenen
dc.publisherInforma UK Limited
dc.publisher.facultyWerklund School of Educationen
dc.publisher.hasversionpostprint
dc.publisher.institutionUniversity of Calgaryen
dc.publisher.policyhttps://authorservices.taylorandfrancis.com/sharing-your-work/,https://authorservices.taylorandfrancis.com/publishing-open-access/oa-options-finder/
dc.rightsUnless otherwise indicated, this material is protected by copyright and has been made available with authorization from the copyright owner. You may use this material in any way that is permitted by the Copyright Act or through licensing that has been assigned to the document. For uses that are not allowable under copyright legislation or licensing, you are required to seek permission.en
dc.rights© 2021 Educational Action Research
dc.subjectaction research
dc.subjectcurriculum review
dc.subjectgraduate programs
dc.subjectReflections
dc.subjectstudent research
dc.titleReflection as pedagogy in action research
dc.title.alternativeEducational Action Research
dc.typejournal article
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