Learning through `being' and `doing
Bibliographic Data
| ID | 6134726 |
|---|---|
| Authors | Suzanne Grant (0000-0003-0385-7045, Waikato Management School, New Zealand,, corresponding author) |
| Year | 2007 |
| Volume | 5 |
| Issue | 3 |
| Pages | 265-274 |
| Publication date | 2007-09-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Action Research (JOURNAL) |
| Journal identifiers | ISSN: 1476-7503 • E-ISSN: 1741-2617 |
| Publisher | SAGE Publishing (PUBLISHER • US) |
| DOI | 10.1177/1476750307081017 |
| OpenAlex | W2041977511 |
| Language | EN |
| Citations received | 9 |
| References cited | 8 |
Our research may not emerge in the tidy, linear manner often described in research papers, and hoped for outcomes may never eventuate. Amid this seeming confusion, researchers may experience personal discomfort and perceptions of failure. Drawing on my experiences as a doctoral candidate I address two of the areas for which my own reading of literature left me ill-prepared. I focus first on the emergent nature of action research, and second on the contributions reflection can make to our development as action researchers. Students and teachers of action research are encouraged to appreciate the richness and variety of experiences which interaction and engagement in the research process may bring, for it is these activities which shape our development as researchers
Action (physics · Action research · Confusion · Engineering ethics · Pedagogy · Perception · Political science · Process (computing · Reading (process · Reflection (computer programming · Sociology · Variety (cybernetics · Appreciative Inquiry and Organizational Change · Computer Science · Counseling, Therapy, and Family Dynamics · Psychology · Reflective Practices in Education
Pedagogy in Action
Rethinking the action research game
Stories as indicators of practical knowledge
What is critical appreciation? Insights from studying the critical turn in an appreciative inquiry
Exploring pedagogies to elevate inquiry
Appreciative Inquiry as a method of transforming identity and power in Pakistani women
Fostering inclusivity through teaching and learning action research
Leveraging acculturation through action research
Engagement enacted
| Unique citing works | 9 |
|---|---|
| Citations per year | 0,53 |
| Citation span | 2009 - 2026 (18) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 9 |