A student, a practitioner or a researcher? An attempt to reconcile the three roles through an undergraduate action research module
Papadopoulou, M. 2021. A student, a practitioner or a researcher? An attempt to reconcile the three roles through an undergraduate action research module. Educational Action Research. 29 (2), pp. 206-225. https://doi.org/10.1080/09650792.2021.1886959
This paper reﬂects on the tensions and possibilities oﬀered by a newly developed Action Research (AR) module in a Higher Education (HE) institution. The module, that has now run its ﬁrst presentation, was oﬀered to ﬁnal year, undergraduate Early Childhood Education and Care (ECEC) students who are already working in the early years sector. Its aims were two-fold: ﬁrst, to support students in developing the research and academic skills needed to obtain degree results; second, to become an emancipa- tory and political tool that can help practitioners critically examine the conditions that shape their practice. Drawing on the principles of critical, collaborative AR, students were supported in developing Communities of Practice (CoP) and in gradually moving from peripheral participation to assuming more central, expert positions. AR was also used by the tutor in order to evaluate the eﬀectiveness of the module. Results from the latter suggest that the ﬁrst, academic aims were met successfully. However, the second, emancipatory agenda faced challenges as the students seemed to assume a diﬀerent, learners’ agenda. This paper makes topical the apparent tensions between the roles of practitioner, student and researcher and considers whether a reconciliation between the three is possible.
|Keywords||Collaborative action research; Early years practitioners; Communities of practice; Communities of students; Student identities; Reflection|
|Journal||Educational Action Research|
|Journal citation||29 (2), pp. 206-225|
|Digital Object Identifier (DOI)||https://doi.org/10.1080/09650792.2021.1886959|
|Online||15 Feb 2021|
|Publication process dates|
|Accepted||04 Feb 2021|
|Deposited||08 Mar 2021|
|Accepted author manuscript|
Arthur, L. 2016. “Communities of Practice in Higher Education: Professional Learning in an Academic Career.” International Journal for Academic Development 21 (3): 230–241. doi:10.1080/ 1360144X.2015.1127813.
British Educational Research Association (BERA). 2018. Ethical Guidelines for Educational Research.
4th Available at Accessed: 30 April 2019 https://www.bera.ac.uk/researchers-resources/publica
Chesney, S., and C. Marcangelo. 2010. “There Was a Lot of Learning Going On: Using a Digital
Cousin, G., and F. Deepwell. 2005. “Designs for Network Learning: A Communities of Practice
Perspective.” Studies in Higher Education 30: 57–66. doi:10.1080/0307507052000307795.
Getz, C. 2009. “Teaching Leadership as Exploring Sacred Space.” Educational Action Research 17:
Gibbs, P., P. Cartney, K. Wilkinson, J. Parkinson, S. Cunningham, C. James-Reynolds, T. Zoubir, et al.
Research 25 (1): 3–22. doi:10.1080/09650792.2015.1124046.
Gravett, S. 2004. “Action Research and Transformative Learning in Teaching Development.”
Greenbank, P. 2007. “Utilising Collaborative Forms of Educational Action Research: Some
Groundwater-Smith, S., and N. Mockler. 2016. “From Data Source to Co-researchers? Tracing the
Henri, F., and B. Pudelko. 2003. “Understanding and Analysing Activity and Learning in Virtual
Communities.” Journal of Computer Assisted Learning 19: 474–487. doi:10.1046/j.0266-
Hodkinson, P. 2004. “Research as a Form of Work: Expertise, Community and Methodological
Objectivity.” British Educational Research Journal 30: 9–26. doi:10.1080/01411920310001629947.
Research.” Action Research 8: 367–386. doi:10.1177/1476750310366041.
14 (4): 459–476. doi:10.1080/09650790600975593.
Kemmis, S. 2009. “Action Research as a Practice-Based Practice.” Educational Action Research 17 (3):
Kemmis, S. 2010. “What Is to Be Done? The Place of Action Research.” Educational Action Research 18
Kemmis, S., and R. McTaggart. 1998. The Action Research Planner. Geelong: Deakin University Press.
Kinsler, K. 2010. “The Utility of Educational Action Research for Emancipatory Change.” Action
Research 8 (2): 171–189. doi:10.1177/1476750309351357.
Lave, J., and É. Wenger. 1991. Situated Learning: Legitimate Peripheral Participation. Cambridge:
Post-compulsory Education Context: Competing Communities of Practice.” Journal of Education
5views this month
2downloads this month