Action Research

Pre-requisites:

Course objectives: Introducing students to the specific characteristics, principles and procedures of action research in practical-technical and methodological-epistemological aspect.

Course description: Origin and basic characteristics of action research: Levin and contemporary models of action research. Practice as the subject of action research: the relation between theory and practice, action and learning (action and reflection) as the basic epistemological premise of action research: differences in regard to other approaches in educational research. Action research method: the spiral cycle of planning-action-monitoring-evaluation. The specificity of application of techniques for data collection and analysis. Types of reflection, self-evaluation and professional critics. Types of action research and their epistemological frames: the role of researcher/facilitator. Action research as a way of curriculum development, the transformation of educational institutions into learning communities and practitioners’ professional development towards the reflexive practitioners’ community. Practical course: Field research.

Learning Outcomes: A student is familiar with the characteristics and the method of action research and understands the difference in regard to other types of research; understands the epistemological standpoints and the ranges of different types of action research; is able to apply techniques for collecting and analysing the data as a foundation for the reflection.

Action Research

Pre-requisites:

Course objectives: Introducing students to the specific characteristics, principles and procedures of action research in practical-technical and methodological-epistemological aspect.

Course description: Origin and basic characteristics of action research: Levin and contemporary models of action research. Practice as the subject of action research: the relation between theory and practice, action and learning (action and reflection) as the basic epistemological premise of action research: differences in regard to other approaches in educational research. Action research method: the spiral cycle of planning-action-monitoring-evaluation. The specificity of application of techniques for data collection and analysis. Types of reflection, self-evaluation and professional critics. Types of action research and their epistemological frames: the role of researcher/facilitator. Action research as a way of curriculum development, the transformation of educational institutions into learning communities and practitioners’ professional development towards the reflexive practitioners’ community. Practical course: Field research.

Learning Outcomes: A student is familiar with the characteristics and the method of action research and understands the difference in regard to other types of research; understands the epistemological standpoints and the ranges of different types of action research; is able to apply techniques for collecting and analysing the data as a foundation for the reflection.

Literature/Reading:

• Atweh, B., Kemmis, S., Weeks., P., (1998) Action Research in Practice, London, Routledge
• Elliott, J., (1985) "Facilitating action research in schools: Some dilemmas", u: R. Burges, ed: Field Methods in the Study od Education, London, The Falmer Press
• Elliott, J., (1991) Action Research for Educational Change, Buckingham, Open University Press ((43-90)
• Kemmis, S, & McTaggart, R.,(1988) The Action Research Planner, Geelong, Victoria, Deakin University Press
• Krnjaja, Ž., (2009) Kontekst u učenju i podučavanju, Beograd: Zadužbina Nadrejević
• Miškeljin, L. (2008) Dečji vrtić kao izvor kurikuluma, Beograd: Zadužbina Andrejević
• Pešić, M., (1989) "Programiranje vaspitno-obrazovnog rada po oblastima: jedno akciono istraživanje", Predškolsko dete, vol. 19, br. 2
• Pešić, M., (1998) "Alternativne epistemologije pedagoških istraživanja" i "Akciono istraživanje i kritička teorija vaspitanja", u: Pešić i sar., Pedagogija u akciji, Beograd, IPA
• Carr, W., Kemmis, S., (1986) Becoming Critical
• Elliott, J., (1998) The Curriculum Experiment, Buckingham, Open University Press. (178 -190)
• McKernan, J., 1991/2000, Curriculum Action Research, London, Kogan Page
• Miškeljin L. (2008) „Otvoreni kurikulum dečjeg vrtića“ Beograd: Nastava i vaspitanje br. 2, str. 191-199