Exploring trans-generational and trans-institutional learning

Educational action research possibilities in a virtual environment

Dados Bibliográficos

ID21530640
AutoresBernie Sullivan (0000-0002-6721-675X, Network of Educational Action Research, Ireland), Caitriona McDonagh (0000-0003-4755-138X, Network of Educational Action Research, Ireland), Cornelia Connolly (0000-0001-9778-5569, National University of Ireland, autor correspondente), Máirín Glenn (0000-0001-9216-2602, Network of Educational Action Research, Ireland), Mary Roche (0000-0002-7287-2153, Network of Educational Action Research, Ireland)
Ano2024
Volume43
Fascículo1
Páginas83-101
Data de publicação2024-01-02
Peer ReviewedSim
Open AccessSim
TipoARTICLE
PeriódicoIrish Educational Studies (JOURNAL)
Identificadores do periódicoISSN: 0332-3315 • E-ISSN: 1747-4965
EditoraInforma UK Limited (PUBLISHER • GB)
DOI10.1080/03323315.2022.2043175
OpenAlexW4220900615
IdiomaEN
Citações recebidas2
Referências citadas37

Building on Woolf’s (2020. “Exploring Pedagogies to Elevate Inquiry: Teaching Action Research in the Third Space.” Educational Action Research 28 (4): 579–596) conceptions of `third space theory’ this article describes how, in order to find continuity between theory and practice, the convenors of a network for educational action researchers created a `third space’ to support knowledge creation in a trans-generational and trans-institutional community. Our approach to third space theory draws on Woolf’s work which describes 1) perceived space 2) conceived space and 3) lived space. The article demonstrates a new understanding of third space theory as we seek to support professional knowledge creation amongst teachers and teacher educators. Key issues and challenges in the establishment of a values-based educational action research network and its move to an online setting are introduced. We explain the generation of a living educational theory from the research community, which was convened by the authors. We have created both a face-to-face and an online professional development community of action researchers. The original contribution of this paper is the creation of an open and shared learning community to support action research practitioners in their processes of accessing, collaborating in and undertaking research. The significance of our paper is in the emergence of socially constructed knowledge in a fluid and flexible space that is underpinned by our lived values of inclusion and respect

Action research · Education theory · Engineering ethics · Epistemology · Higher education · Pedagogy · Political science · Professional development · Social science · Sociology · Computer Science · Engineering · Online and Blended Learning · Participatory Visual Research Methods · Teacher Education and Leadership Studies