A new model of collaborative action research; theorising from inter-professional practice development
A new model of collaborative action research; theorising from inter-professional practice development
复制标题
协作行动研究的新模式；
DOI：
--
复制
发表时间：
2016
期刊：
影响因子：
--
通讯作者：
B. Wigley
中科院分区：
文献类型：
--
作者：
R. Lofthouse;J. Flanagan;B. Wigley
通过跨专业的实践发展，可以支持发展满足不同社区需求的学科。本文探讨了这样一个经验，即语音和语言治疗师开发一种新的基于视频的辅导方法，教师和教学助理在多元文化环境中，大量的儿童学习英语作为一种额外的语言。为了支持他们制定和试用辅导方法，通过大学商业代金券提供了一名教师-教育工作者和教育研究人员的专门知识。正是这种工作关系，文章作为其实际的重点，因为它转化为合作行动研究之一。对行动研究进行了描述，讨论了合作行动研究的特点，并提出了一种新的模式。这种模式提供了一种通过时间来概念化合作行动研究的方法，并认识到合作伙伴在维持变革和知识创造方面的近端、贡献和合作活动区的重要性。
Abstract The development of pedagogies to meet the needs of diverse communities can be supported through inter-professional practice development. This article explores one such experience, that of speech and language therapists developing a new video-based coaching approach for teachers and teaching assistants in multi-cultural settings with high numbers of children learning English as an additional language. To support them in developing and trialling the coaching approach, the expertise of a teacher-educator and educational researcher was provided through a university business voucher. It is this working relationship that the article has as its practical focus, as it transformed to one of collaborative action research. The action research is described, providing the context for a discussion of the characteristics of collaborative action research and the proposal of a new model. This model offers a way of conceptualising collaborative action research through time, and of recognising the importance of the partners’ zones of proximal, contributory and collaborative activities in sustaining change and knowledge-creation.