ABSTRACT

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 emancipatory 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.

摘要

本文反映了高等教育（HE）机构中新开发的动作研究（AR）模块所带来的压力和可能性。该模块现已开始首次演示，已提供给已经在早期领域工作的大四学生。它的目的有两个：第一，支持学生发展获得学位结果所需的研究和学术技能；第二，支持学生获得学位。第二，成为一种解放和政治工具，可以帮助从业者认真地研究影响其实践的条件。借助批判性，协作性AR的原理，学生得到了发展实践社区（CoP）的支持，并逐渐从外围参与转变为承担更多中心，专家职位。导师还使用AR来评估模块的有效性。后者的结果表明，第一个学术目标已成功实现。但是，第二项解放性议程面临挑战，因为学生似乎承担了不同的学习者议程。本文主要探讨了从业者，学生和研究者的角色之间的明显张力，并考虑了这三者之间的和解是否可能。