Search results for "Action research"
showing 10 items of 164 documents
Towards sustainable and multifunctional agriculture in farmland landscapes: Lessons from the integrative approach of a French LTSER platform
2018
International audience; Agriculture is currently facing unprecedented challenges: ensuring food, fiber and energy production in the face of global change, maintaining the economic performance of farmers and preserving natural resources such as biodiversity and associated key ecosystem services for sustainable agriculture. Addressing these challenges requires innovative landscape scale farming systems that account for changing economic and environmental targets. These novel agricultural systems need to be recognized, accepted and promoted by all stakeholders, including local residents, and supported by public policies. Agroecosystems should be considered as socio-ecological systems and alter…
À la recherche du lexique de la gestion hôtelière : de la magdalena de Proust a la WebQuest
2020
This paper describes the creation and design of a series of activities aimed at learning the hotel management lexicon in French within a professional context. The tool used to frame these activities is the WebQuest, based on the principles of socioconstructivism and focused on promoting learning by discovery, among other aims. Accordingly, the action research methodology and after the Webquest implementation with a group of university students taking the French for Specific Purposes subject in a professional context, the study results are presented. Finally, the following conclusions derived from the results obtained allow: (1) to verify the adequacy and effectiveness of the tool created, …
Training the translator trainers : an introduction
2019
This is an Accepted Manuscript of an article published by Taylor & Francis in [The Interpreter and Translator Trainer] on [09 Oct 2019], available online: http://www.tandfonline.com/10.1080/1750399X.2019.1647821
Who and how? : Preservice teachers as active agents developing professional identities
2016
Abstract This study is part of an ongoing action research project with preservice class teachers in Finland. The study aims to better understand the forms agency takes in preservice teachers' professional identity development. Through the dialogical analysis of student assignments, this study outlines how student teachers are active within their own development and the way in which experiences are drawn on as preservice teachers exert their identity-agency. The results of this study provide a relational picture of identity development highlighting the way in which identity-agency is contextualized, potentially nourished by the relationships between self and other and dependent on experience.
Teaching English as a Non-Imperial Language in an Underprivileged Public School in Spain
2018
This article summarizes the processes and findings of a 2-year collaborative action research (CAR) project that analyzed and aimed to counteract some of the most negative educational effects of English linguistic imperialism in the field of English language teaching (ELT) and, more concretely, in the context of English as a foreign language education in Spain. The CAR investigated the ramifications of this phenomenon in a primary school located in one of the most disadvantaged neighborhoods in the city of València. The pedagogical alternative it embraced in order to reverse the underlying tenets of ELT under present-day neoliberal imperialism consisted in combining art and multimodality thr…
Formulating 'principles of procedure' for the foreign language classroom: A framework for process model language curricula
2015
This article aims to apply Stenhouse's process model of curriculum to foreign language (FL) education, a model which is characterized by enacting principles of procedure which are specific to the discipline which the school subject belongs to. Rather than to replace or dissolve current approaches to FL teaching and curriculum development, this article seeks to improve and enrich communicative and task-based orientations with an additional criterion for assessing the educational worth of the tasks through which these orientations are developed. Unlike the objectives and competences models, principles of procedure provide an intrinsic justification of school curriculum by enacting the epistem…
‘We are more than EFL teachers – we are educators’: emancipating EFL student-teachers through photovoice
2016
AbstractThe prevailing pedagogical orientations of English as a foreign language (EFL) education in Spain oppress learners intellectually in ways that are counterproductive to their learning. As a reaction to this, 129 EFL student-teachers (STs) took part during the 2013/14, 2014/15, and 2015/16 academic years in a workshop which drew on the methodology of participatory action research and on photovoice as a data-creating strategy, in order to emancipate these STs intellectually, boost their EFL development, and offer an alternative critical model for their future EFL teaching. The research was assessed collectively through a variety of qualitative strategies. Results showed that the photov…
Ethically Researching Local Impacts of Environmental Change without Travel
2021
Responses to the COVID-19 pandemic, which began in 2020, included local and international travel restrictions alongside limits on face-to-face gatherings. These measures impinged on participatory research examining local impacts of environmental change. In response, many researchers adopted techniques that could be implemented without travel. This article explores some of the consequent research ethics issues.
Polyphony in the classroom: reporting narrative action research reflexively
2010
In this article we will present a reflexive way of producing a narrative analysis on teaching and learning that involves all participants of the pedagogical process. Our theoretical contribution rests on the concept ‘lived pedagogy’, adapted from Max van Manen's term ‘lived experience’. Like van Manen, we start by asking the key question of phenomenological–hermeneutical research: what is the nature of the phenomenon as meaningfully experienced? For us, the phenomenon is the pedagogical relationship; the interaction between the people involved in the pedagogical process. Thus, we will present how lived pedagogy is researched through the narratives told by the teacher‐researcher, the student…
Action research as a school-based strategy in intercultural professional development for teachers
2011
Abstract Teacher professional development is a key factor for transforming professional and school culture. This article describes a case study undertaken in a Spanish school during the 2007–2008 academic year. Our aim is to explain how action research methodology was applied to encourage professional and school culture towards an intercultural and inclusive approach. Our results show that the training process challenged teachers’ pre-existing deficit theory perspectives and empowered them as leaders for school change. The conclusions identify the key factors that enabled teachers to engage in critical reflection, and to implement strategies for collaborative work and community participatio…