Research-Action in Education

Code:

E603

Acronym:

IAE

Keywords
Classification	Keyword
OFICIAL	Research Methodologies

Instance: 2015/2016 - 2S

Active?	Yes
Responsible unit:	Education Sciences
Course/CS Responsible:	First degree in Educational Sciences

Cycles of Study/Courses

Acronym	No. of Students	Study Plan	Curricular Years	Credits UCN	Credits ECTS	Contact hours	Total Time
LCED	60	Official Curricular Structure	3	-	6	57	162

Teaching language

Portuguese

Objectives

The aims of this subject matter is to be an alternative to certain naturalistic points of view (Amsterdam 1996) and conversely to instrumental reason which separates scientific production from its aims and ethics. Science will be placed at the center of epistemological reflection.
Objectives:
- to develop awareness about the conventional approach and value judgments involved in the separation of science from other forms of knowledge;
- to understand the social constructed nature of subjects;
- to analyze the possible spaces and limits of intervention in educational / social problems;
- to analyze philosophies which frame different kinds of intervention;
- to understand that action research is more than a methodology and is an epistemological alternative;
- to develop epistemological awareness of the importance of questions of communication and language in the emergence of a transformative and innovative dialogic space in action research;
- to involve different social actors in the same research effort and problem-solving, in a collaborative self-training;
- to understand training as a critical point of an innovative project;
- to promote awareness about the orientation of change, using human emancipation as a horizon.

Specific objectives:
- to identify resources students can offer;
- to critically analyze the paradigms of research;
- to understand context and theories where research develops;
- to develop skills to improve horizontalization of communication in action research, in a dynamic hermeneutic framework;
- to analyze action research experiences;
- to conceptualize action research projects;
- to analyze possibilities of creating change and innovation in education;
- to identify different kinds of innovation;
- to analyze conflict between reproduction and change which are in confrontation training, in different pedagogical methods;
- to analyze possible relations between social and educational change.

Learning outcomes and competences

Learning outcomes and skills

 

As learning outcomes, it is expected:

- the acquisition of the complexity of the diversity of concepts and conceptual frameworks, as well as the articulation between theory and practices, in the diversity of the educational contexts where the educationalist can intervene.

As skills, it is expected the students develop the following skills: 

- analysis, synthesis, critical, initiative, work, research, communication, organization (of cultural and educational public events), articulation theory-practice, articulation concepts-personal experience, elaboration of projects, conception of intervention plans. 

Working method

Presencial

Pre-requirements (prior knowledge) and co-requirements (common knowledge)

Do not applied.

Program

To facilitate the structure of students’ work, the program is organized around three key themes: Action research as an alternative paradigm in human and social sciences; Change and Innovation in Education; Training and Innovation which are interrelated in a complex and progressive tension in respect to intervention and conceptual construction.

A - ACTION RESEARCH AS AN ALTERNATIVE PARADIGM IN RESEARCH IN THE HUMAN AND SOCIAL SCIENCES
- Research in human and social sciences in positivist framework;
- The epistemological rupture and double rupture: the emergent paradigm;
- Research in social and human sciences in Critical Social Theory;
- Dialogic communication and the subject question;
- The Theory-Practice relation;
Action Research
- The origins of action research;
- Theoretical and ideological foundations of action research;
- The small scale and trans-scale in action research;
Action Research and Applied research: two paradigms of scientific construction and intervention;
- Scientific languages in action research, the incompletion of different paradigms and epistemological bricolage;
- The non-expected effects and the ambiguity of action-research;
- Involvement and distancing: the dichotomy of subject-object;
- The functions of action research;
- Methodologies of action research and typologies of practice
- The collective researcher;
- The relevant qualities of the researcher-actor;
- Case Studies.
B- CHANGE AND INNOVATION IN EDUCATION
- Concepts of change and innovation: polysemy and ambiguity;
- Theoretical review in approaching change in innovation;
- The problem of "resisting innovation" - concept and deconstruction;
The concept of autonomy;
- The concept of relative autonomy and the Theories of the State;
- The question of Power.
C- TRAINING AND INNOVATION
- Concepts of training
- The training as a conflict zone between reproduction and change;
- Methods of Pedagogical Work.

BIBLIOGRAPHY REFERENCES:
GIROUX, Henri (1983) ?Teoria Crítica e Resistência em Educação?, in Para Além das Teorias de Reprodução, Petrópolis: Vozes.
CARR, William e Stephen Kemmis (1986) ?Una Aproximación Crítica a la Teoria y Práctica?, in Teoria Crítica de la Enseñanza ? La investigación-acción en la formación del professorado, Barcelona: Martinez Roca.
DUBOST, Jean (1983) ?Les Critères de la Recherche- Action?, POUR, nº 90, Juin.-Juillet, pp 17-21.?Os Critérios de Investigação-Acção?
PERRENOUD, Philippe (1981) ?Monsieur Jourdain et la Recherche-Action?, Genève, Service de la Recherche Sociologique, pp 1-7, policopiado.
ARDOINO, Jacques (1982) ?L?implication?, Lyon, Vois Livres.
MORIN, André (1985) ?Critères de «scientificité» de la recherche-action? Revue des Sciences de l?Éducation, Vol XI, nº 1, 1985, pp 31-48.
PERRENOUD, Philippe (1980) ?Recherche et Implication dans le Changement? Service de la Recherche Sociologique, 17, 10, 1980, pp 1-7.
POURTOIS, Jean-Paul (1981) ?Organisation interne et especifique de la recherche-action en Éducation? Les Sciences de l?Éducation, 2-3/1981, pp 39-58.
BATAILLE, Michel (1981) ?Le Concept de «Chercheur Collectif» dans la Recherche-Action?, Les Sciences de l?Éducation, 2-3/1981, pp 27-38.
STONACH, Ian (2002) This Space is Not Yet Blank: anthropologies for a future action reseach? Educational Action Research, Volume 10. Nº 2, 2202, pp 291-307.
BARBIER, René (1977) La Recherche-Action dans l?Institution Éducative, Paris: Gauthier Villars, pp 63-84.
COULTER, David (2002) ?What Counts as Action in Action Research??, Educational Action Research, Volume 10. nº 2, 2002, pp 27-38.
MARSH, Monica Miller e Margot Vagliardo (2002) ?The Commingling of Teacher Reseacher Identities: a mediated approach to teaching action reseach?, Educational Action Research, Volume 10. nº 2, 2002, pp 275-289.
NUNES, Rosa (2002) ?E a Escola?? Educação, Sociedade e Culturas, nº 18, pp 67-86.

Mandatory literature

BATAILLE, Michel ; ?Le Concept de «Chercheur Collectif» dans la Recherche-Action?, , Les Sciences de l?Éducation, 2-3/1981, pp 27-38., (1981)
COULTER, David ; ?What Counts as Action in Action Research??, Educational Action Research, Volume 10. nº 2, 2002, pp 27-38., (2002)
MURPHY, R. ; ?Power and Autonomy in the Sociology of Education?, , Theory and Society, vol. 11, nº2, March 1982. , (1982)
PERRENOUD, Philippe ; ?Recherche et Implication dans le Changement?, Service de la Recherche Sociologique, 17, 10, 1980, pp 1-7., (1980)
DUBOST, Jean ; ?Les Critères de la Recherche- Action?, POUR, nº 90, Juin.-Juillet, pp 17-21., (1983)
MARSH, Monica Miller e Margot Vagliardo ; ?The Commingling of Teacher Reseacher Identities: a mediated approach to teaching action reseach?,, Educational Action Research, Volume 10. nº 2, 2002, pp 275-289., (2002)
ARDOINO, Jacques ; ?L?implication?, Lyon, Vois Livres., (1982)
NUNES, Rosa ; ?Investigação-Acção e Responsabilidade Social?, , A Página da Educação, Porto. , (2008)
NUNES, Rosa ; ?E a Escola?? , Educação, Sociedade e Culturas, nº 18, pp 67-86. , (2002)
POURTOIS, Jean-Paul ; ?Organisation interne et especifique de la recherche-action en Éducation? , Les Sciences de l?Éducation, 2-3/1981, pp 39-58., (1981)
BARBIER, René ; La Recherche-Action dans l?Institution Éducative,, Paris: Gauthier Villars, pp 63-84. , (1977)
CARR, William e Stephen Kemmis ; ?Una Aproximación Crítica a la Teoria y Práctica?, in Teoria Crítica de la Enseñanza ? La investigación-acción en la formación del professorado,, Barcelona: Martinez Roca. , (1986)
PERRENOUD, Philippe ; ?Monsieur Jourdain et la Recherche-Action?,, Genève, Service de la Recherche Sociologique, pp 1-7, policopiado., (1981)
Bibliografia fundamental de IAE
GIROUX, Henri ; ?Teoria Crítica e Resistência em Educação?, in Para Além das Teorias de Reprodução, , Petrópolis: Vozes. , (1983)
MORIN, André ; ?Critères de «scientificité» de la recherche-action? , Revue des Sciences de l?Éducation, Vol XI, nº 1, 1985, pp 31-48., (1985)
STRONACH, Ian ; This Space is Not Yet Blank: anthropologies for a future action reseach? , Educational Action Research, Volume 10. Nº 2, 2202, pp 291-307., (2002)

Comments from the literature

Do not applied.

Teaching methods and learning activities

The strategies will acknowledge the recognition of contingent conditions of students’ work, opened to the unexpected effects of the real contribution of the students, in an adult education setting, due attention to the fact that practice can not be a mechanical application of the theory.
Students will:
- analyze action research projects and experiences;
- view and analyze movies / visual material
- explore texts
- do oral presentations about theoretical texts and /or action research experiences
- do role-play about implication or other concepts
- analyze and characterize different kinds of innovation
- analyze various testimonies about work in the institutions, and the possibilities of intervention and innovation
- analyze training situations
- analyze different kinds of methodologies in action research projects to identify and elaborate action research projects.

keywords

Social sciences > Educational sciences > Research methodology

Evaluation Type

Distributed evaluation without final exam

Assessment Components

designation	Weight (%)
Prova oral	30,00
Trabalho de campo	30,00
Trabalho escrito	40,00
Total:	100,00

Amount of time allocated to each course unit

designation	Time (hours)
Estudo autónomo	40,00
Frequência das aulas	10,00
Trabalho de campo	30,00
Trabalho de investigação	20,00
Total:	100,00

Eligibility for exams

Oral and group presentation of a theoretical text of the primary bibliography of the discipline. An individual assignment (theoretical and practical). A review of Fritzell (1987).

Minimal classification for each assignment is 8. 

Calculation formula of final grade

a) Oral presentation in group of a theoretical text - 20%
b) Group work - case analysis - 20%
c) An individual assignment - 50%

In each component, the student must achieve 8 as minimum.

Participation in classes - 10%.

Exam - 20%

 

Examinations or Special Assignments

Follows the Faculty rule.

Internship work/project

Do not applied.

Special assessment (TE, DA, ...)

Follows the Faculty rule. To be discussed and agreed with the teacher of the discipline.

Classification improvement

Follows the Faculty rule.

Observations

Not applied.