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Transformative Action Research in Education: Exploring Practice and Inquiry

This paper by Zoë Williamson from the University of Edinburgh delves into the dynamics of action research within educational practice. It emphasizes the importance of self-study and practitioner research as tools for professional enquiry and social change. By questioning the nature of effective teaching, the paper explores the interconnectedness of inquiry, research, and practice, positing that traditional scientific methods may not apply. It highlights strategies for interpreting data, sharing findings, and creating spaces for meaningful engagement with research in educational settings.

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Transformative Action Research in Education: Exploring Practice and Inquiry

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  1. doing action research as part of practice Zoè Williamson University of Edinburgh zoe.williamson@ed.ac.uk

  2. action research practitioner enquiry teacher research Self-study practitioner research Professional enquiry

  3. Purpose Process Product

  4. accept, improve, effective, test ‘what works’ A ‘good’ teacher – according to who? For what purpose? Question, problematise and challenge Way of being a teacher Practitioner as knower and agent for educational and social change The importance of the unique and particular Inquiry as stance Blurred boundaries between enquiry/research and practice

  5. NOT doing traditional scientific research – action research is different Making it work for you Understanding what data is Developing skills of analysis Literature/theory as data too Process

  6. Product Sharing your research – with who, why and how? Creating spaces for teachers to engage with research – own, others, published work Sharing what – just ‘what works’ and the top tips or the research process, data, analysis, interpretation and discussion Sharing how – most meaningful ways to share with peers, colleagues, local and wider audiences, pupils, parents…

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