ABSTRACT

Concerns have been raised about the quality of practice-focused research in education generally and in early years education specifically. Chris Pascal and Tony Bertram argue that a shift in worldview is needed to improve the robustness and overall quality of participatory research in the early years and proposed a “praxeological framework” for research comprising praxis, power, values, and methodology. This paper provides an example of how this praxeological framework was applied within an existing research-practice partnership focusing on autism education in the early years. We used a “non-orthodox” Digital Storytelling methodology to co-construct knowledge between researchers, practitioners, children and families about educational transitions. Our co-construction of knowledge involved the embodied knowledge of children and the exemplary (practical) knowledge of families and practitioners, leading to new insights into educational practices. In adopting a knowledge co-creation approach from the start, we established a powerful pathway to impact through which our research is already making a difference to practice. We propose that pathway to impact is an important element that could be made more explicit within a praxeological framing of research.

摘要

人们普遍关注以实践为中心的教育研究质量，特别是早期教育。Chris Pascal 和 Tony Bertram 认为，需要改变世界观以提高早期参与研究的稳健性和整体质量，并提出了一个包含实践、权力、价值观和方法论的研究“行为学框架”。本文提供了一个示例，说明如何在现有的研究-实践合作伙伴关系中应用这种行为学框架，重点是早期的自闭症教育。我们使用“非正统”的数字讲故事方法来共同构建研究人员、从业者、儿童和家庭之间关于教育转型的知识。我们的知识共建涉及儿童的具体知识以及家庭和从业者的示范性（实践）知识，从而对教育实践产生新的见解。从一开始就采用知识共同创造方法，我们建立了一条强大的影响途径，我们的研究已经通过该途径对实践产生了影响。我们认为，影响途径是一个重要元素，可以在人类行为学研究框架中更加明确。