ABSTRACT

In this paper, we attend to the pedagogical role of reflection within action research practices. We discuss educational considerations of the complex process of improving curriculum, while undertaking collaborative research in which reflection within the iterative process of action research became pedagogical. We draw upon our reflections from an action research project on research-based learning in course-based, professional graduate programs. In particular, our purpose was to think about our reflections from diverse roles and viewpoints, from associate dean, academic coordinator, instructor, and co-researchers, to explore the various ways in which our collaborative understandings informed graduate program design. Our narrative reflections allowed us to learn about our individual and collective beliefs about action research, and the ways in which our beliefs and practices shaped graduate students’ experiences learning about and conducting action research. In drawing on our critical reflective processes, we show both the tensions and possibilities of collaboration in action research. We conclude, after reflecting on our collective processes engaged in this paper, that documenting researchers’ experiences can be vital in action research for addressing complex educational challenges in the improvement of curriculum and programs, and in creating the conditions for enhanced student learning experiences.

摘要

在本文中，我们关注反思在行动研究实践中的教学作用。我们讨论了有关改进课程的复杂过程的教育考虑，同时进行了合作研究，其中在行动研究的迭代过程中进行反思成为教学方法。我们从针对基于课程的专业研究生课程中基于研究的学习的行动研究项目中吸取我们的思考。特别是，我们的目的是从副院长，学术协调员，讲师和合作研究人员的不同角色和观点出发，思考我们的思考，以探索我们的协作理解为研究生课程设计提供信息的各种方式。我们的叙事反思使我们能够了解有关行动研究的个人和集体信念，以及我们的信念和实践如何塑造研究生学习和开展行动研究的经验。在利用我们的关键反思过程时，我们展示了行动研究中的紧张关系和合作可能性。在总结了参与本文的集体过程之后，我们得出结论，记录研究者的经验对于行动研究至关重要，这对于解决课程和计划改进中的复杂教育挑战，以及为增强学生的学习体验创造条件。