ABS008 - Methodologies to answer research questions in school based development

3.1 Farther reaches of theoretical and methodological explorations
Thursday 31 Aug 11:00 AM (1 hour)
Midday Meal   12:00 PM to 01:30 PM (1 hour 30 minutes)
Much research shows that the best arena for teachers’ learning is their own school. The teachers together with the leaders at the school can thus form a learning community. The object in activity theory is the true motive, and therefore such an object has to be constructed. In formative interventions (Engeström & Sannino, 2010) the problem or the starting point for development is a problem perceived of the practitioners. The researchers’ role is to sustain and provoke expansive transformation process led and owned by the teachers. The researchers’ role here is to be patient and lead the teachers and their leaders in discursive processes that can lead to a common object which really can be the true motive that they want to act on. In the processes of finding contradictions, the teachers can come to that they want to improve their practice with regard to classroom management and that they want to use observation and reflection as learning tools. The next step is to conduct analyses to find out how they had done (historically) and what they actually do (empirically) with this question guiding their analyses. The paper focuses on how the researcher can develop research questions throughout the development process, and conduct data gathering and, furthermore, analyze this data material. The paper shows how traditional qualitative research methodologies can be used in intervention research. A model that shows the complex role of the researcher in such research is presented.
Norwegian University of Science and Technology

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