Rescripting the promise of action research for teacher professional learning

• This paper examines the interconnectivities between action research, professional learning and leadership practices in education; in particular it illustrates how these dimensions of educational work have long-term residual effects on the other. Results are informed by data drawn from a longitudinal study conducted in Sweden and Australia that investigated the influence of teacher action research on the development of leading practices. At least 22 groups of teachers across these two national contexts had participated in year-long action research projects (since 1999 in Australia, and from 2004 in Sweden). Using practice theory we show how action research, professional learning and leadership in practice strengthen the enactment of the other; and how these exist not as separate bounded functions, but as connected, interconnected and interdependent practices; that is, as entwined, ecologically-connected education practices. For participants their educational journey from professional learning to leading was generated by their participation in action research. The paper introduces the theory of generative leadership that rescripts the promise and influence of participating in action research. It readdresses limitations in educational action research literature that has a propensity for restricting descriptions about its affect to the life of the project; seldom tracing its ongoing influences through time.

Ämnesord

SAMHÄLLSVETENSKAP  -- Utbildningsvetenskap -- Pedagogik (hsv//swe)

SOCIAL SCIENCES  -- Educational Sciences -- Pedagogy (hsv//eng)

Nyckelord

genertive leadership

action research

professional learning

Publikations- och innehållstyp

vet (ämneskategori)

kon (ämneskategori)