Full-text resources of CEJSH and other databases are now available in the new Library of Science.
Visit https://bibliotekanauki.pl

Results found: 5

first rewind previous Page / 1 next fast forward last

Search results

Search:
in the keywords:  educational action research
help Sort By:

help Limit search:
first rewind previous Page / 1 next fast forward last
1

Educational Action Research for Sustainability: Constructing a Vision for the Future in Teacher Education

100%
Salīte I.
Journal of Teacher Education for Sustainability
|
2008
|
vol. 10
5-16
EN
This article discloses a fragment of a broader action research aimed to design the learning environment facilitating the research skills in teacher education. Presented case reflects the possibilities to construct a vision for the future in an educational action research in the context of four-dimensional model of sustainability. The next teachers used this model to structure their viewpoints on the sustainability situation in Latvia. They identified the most typical features of current situation and evaluated features worth to preserve and develop in the foreseeable future to reach the sustainability. Qualitative and quantitative data analysis endorsed to discern the common vision for the future - reflecting the features of sustainability and non-sustainability identified in each dimension of sustainability. Among the features singled out from the viewpoints of students, actions and action results prevailed. At the end of the action research the strategy employed in presented research was compared with one often employed in the public space to construct a vision for the future through community involvement.
2

Exploring and Promoting Ecological Consciousness in Teacher Education: the Possibilities of Educational Action Research in Education for Sustainable Development

100%
Gedžūne I., Gedžūne G.
Journal of Teacher Education for Sustainability
|
2011
|
vol. 13
|
issue 1
43-61
EN
The paper reports on the findings of a qualitative study with 39 first year students of pre-school and primary school teacher education programmes who are taking an educational action research based study course "Environmental Pedagogy". The study aimed at engaging the students in reflection on their experiences of interaction with nature and uncovering their views on ecological consciousness. Qualitative content analysis sought emergent themes in students' reflections. A conceptual framework was identified containing three frames of reference: (1) inclusion-oriented frame of reference; (2) exclusion-determining frame of reference and (3) solution-oriented frame of reference. Conclusions were drawn about the possibilities of educational action research to encourage students' reflection on ecological consciousness and building sustainable and inclusive relationships with the world.
3

Educational Action Research to Generate Ecological Wisdom of Insight for Inclusion and Sustainability

88%
Gedžūne I., Gedžūne G., Skrinda A., Mičule I.
Discourse and Communication for Sustainable Education
|
2011
|
vol. 2
5-31
EN
This study relates the experience of educational action research with pre-service teachers aimed at exploring their views on ecological identity, which is considered the basis for a person's life activity, and its orientation towards inclusion in or exclusion from the global community of life. Through gradual opening of communicative space and participation in critical discourse, research participants became involved in the cycles of reflection on their experiences of interaction with the social and natural world to reveal the features of individual and collective ecological identity that they consider most characteristic for themselves and their community. The present study describes how, through exploration of ecological identity which was found to have four dimensions (cognitive, affective, axiological and conative) as well as a clearly perceived orientation towards apprehended belonging to the community of life and its support system, the participants of educational action research engaged in the process of generating ecological wisdom of insight for sustainability (person's inclusion in the living world based on inclusive interrelations with the global community of life and its support system). We argue that it is a wisdom that pre-service teachers need so as to be able to help their pupils become responsible members of the community of life and actors of change for a sustainable future.
4

Educational Action Research for Sustainability: Seeking Wisdom of Insight in Teacher Education

75%
Salīte I., Gedžūne G., Gedžūne I.
Journal of Teacher Education for Sustainability
|
2009
|
vol. 11
|
issue 2
14-30
EN
The article presents experience from educational action research in teacher education, which was obtained by conducting an investigation with first year students during the first semester of their studies. The aim of this action research is focused on the concept of phronesis, which was theoretically substantiated by Aristotle and further elaborated by several contemporary scholars. The article emphasises the need to recognise different kinds of action research.This study focuses on the investigation of specific characteristics of phronetic processes. The content of our educational action research is people's attitudes towards own and other species. It was considered a tool for investigating the research aim, which is to develop the ability to find wisdom of insight in phronesis. Three stages of prhonesis (A, B and C) can be distinguished in this educational action research. This article reflects the organisation of action research and evaluates the use of communicative space at the initial stage of research from the perspective of researchers and research participants. The article also contains evaluation of research outcomes concerning the extension of communication discourse and the evaluation of experiences regarding attitudes towards own and other species in various contexts. Finally, the article proposes a brief review of tendencies that reflect changes in the research participant opinions. Discussion and conclusions reflect the specific features of phronetically-oriented action research. The article presents the first experience from phronetically-oriented action research and seeks conditions for promoting wisdom of insight (phronetic skills) in communication and through discourse.
5

Action Research for Creating Knowledge in an E-Learning Environment

75%
Kapenieks J., Salīte I.
Journal of Teacher Education for Sustainability
|
2012
|
vol. 14
|
issue 2
111-129
EN
The paper describes an action research during the implementation of an e-learning course on commercial studies in a bachelor’s programme. The action research study aims to: 1) determine the effectiveness of action research in a technologically-based learning environment and 2) establish how group work in e-learning environment affects students’ interest in, and need for, communication and discourse. Qualitative and statistical methods of data analysis were used in this mixed-methods study. The present paper analyses the experience of students working in three action phases to design their personal frames of reference for evaluation of the content and metacontent of business fundamentals. The study identified several possibilities for improving e-learning environment with techniques that make this form of learning more sustainable.
first rewind previous Page / 1 next fast forward last
JavaScript is turned off in your web browser. Turn it on to take full advantage of this site, then refresh the page.