ABSTRACT

The present work provides a review of two widely used approaches in educational research: action research and case study. Action research aims to improve educational practice by means of reflective cycles and shows variants according to a predominant paradigm, from technical to critical visions. A case study, described as an umbrella term, focuses on understanding classroom situations in real contexts. Although it seems that the defining characteristics of the case study are common among different authors, there are numerous classifications, which sometimes overlap. Based on a review of the ideas forming the main cornerstones of these two research types, we have analysed their common points and differences and considered the methodological possibility of relating both approaches in educational research projects taking place in non-controllable situations. In the present work, two joint approaches are proposed: action research as collective case study and action research as a set of case studies. The possibilities and limitations of both methodological perspectives are also discussed.

摘要

目前的工作回顾了教育研究中两种广泛使用的方法：行动研究和案例研究。行动研究旨在通过反思周期改进教育实践，并根据主导范式展示从技术到批判性愿景的变体。案例研究，被描述为一个总称，侧重于理解真实环境中的课堂情况。尽管案例研究的定义特征似乎在不同的作者之间是共同的，但分类有很多，有时会重叠。基于对构成这两种研究类型主要基石的思想的回顾，我们分析了它们的共同点和不同点，并考虑了在发生在不可控情况下的教育研究项目中将这两种方法联系起来的方法论可能性。在目前的工作中，提出了两种联合方法：作为集体案例研究的行动研究和作为一组案例研究的行动研究。还讨论了两种方法论观点的可能性和局限性。