Empowering connections
Participatory action research in teacher education with vulnerable youth
Bibliographic Data
| ID | 21600653 |
|---|---|
| Authors | Noam Lapidot-Lefler (0000-0003-3477-113X, Oranim Academic College of Education, corresponding author) |
| Year | 2025 |
| Pages | 1-24 |
| Publication date | 2025-11-17 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Educational Action Research (JOURNAL) |
| Journal identifiers | ISSN: 0965-0792 • E-ISSN: 1747-5074 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/09650792.2025.2590022 |
| OpenAlex | W4416299780 |
| Language | EN |
| Citations received | 1 |
| References cited | 19 |
This second-order analysis of qualitative participatory action research (PAR) explored teacher responsiveness to student negativity within a therapeutic school serving vulnerable youth, working in partnership with a teacher-education college. The community comprised college student-teachers, cooperating teachers, pupils, and me, the researcher, as the clinical supervisor of student-teachers. The study employed three cyclical PAR phases across an academic year, utilizing collaborative meetings, reflective journaling, reciprocal interviews, and focus groups. Throughout the study and the second-order analysis, I engaged in a dynamic process of looking backward and forwards, reflecting on past actions, and planning future interventions based on insights from theory and the collaborative experiences of participants. Insights revealed how stakeholder involvement fostered belonging through ceremonial participation, while co-construction of knowledge about “porcupine children” emerged through dialogue. The PAR process addressed real-world challenges and facilitated capacity building that transformed student-teachers into relational agents through collaborative learning. The aim of this paper is to illustrate via second-order analysis how the iterative approach, grounded in the relationships between the researcher and stakeholders, allows for continuous learning and adaptation within the participatory action research process, in a way that affirms the relevance of relational agency in teacher education while empowering connections
Action research · Citizen journalism · Empowerment · Participatory action research · Photovoice · Power structure · Qualitative research · Teacher education · Education Systems and Policy · Educational Theory and Curriculum Studies · Participatory Visual Research Methods
Being an Expert Professional Practitioner
Building common knowledge at the boundaries between professional practices
Participatory action research
Trauma-Informed Schools
Trauma-Informed Practices in Schools Across Two Decades
Participatory action research and the public sphere
Trauma-informed initial teacher education training
Decolonization of knowledge, epistemicide, participatory research and higher education
Participatory Action Research
Working in boundary practices
Voice’ is not enough
Looking Backward and Forward at Action Research
What is participatory research
Situated Learning
| Citations per year | 1 |
|---|---|
| Citation span | 2026 - 2026 (1) |
| Highly cited | No |