Practice and theory in action research: living-theories as frameworks for action

Whitehead, Jack (2017) Practice and theory in action research: living-theories as frameworks for action. In: Rowell, Lonnie L., Bruce, Catherine D., Shosh, Joseph M. and Riel, Margaret M., (eds.) Palgrave International Handbook of Action Research. Palgrave Macmillan, New York, USA, pp. 387-401. Item availability may be restricted.

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Official URL: https://doi.org/10.1057/978-1-137-40523-4_24

Abstract

This chapter analyzes the role of theory in action research from the perspective that practitioner-researchers are knowledge-creators with the capacity to generate valid explanations of their educational influences in their own learning, in the learning of others, and in the learning of the social formations that influence ideas and practice. Action researchers improve practice and generate knowledge with insights drawn from a range of theories from different disciplines. The notion of a living-theory, as an individual’s explanation of their educational influences in learning, avoids the duality of practice-theory relationships. The issues and challenges in this approach include responses to questions about objectivity, validity, rigor, and generalizability in living-theory accounts from across Europe, the USA, Canada, South Africa, China, Japan, and Malaysia.

Item Type: Book Section
Publisher: Palgrave Macmillan
ISBN: 9781137441089
Departments: Faculty of Education, Arts and Business > Institute of Education > Non-Initial Teacher Education
Additional Information: Jack Whitehead is Honorary Professor in Education at the University of Cumbria. 'This extract is taken from the author's original manuscript and has not been edited. The definitive, published, version of record is available here: http://www.palgrave.com/fr/book/9781137441089
Depositing User: Anna Lupton
Date Deposited: 14 Nov 2016 14:06
Last Modified: 05 May 2017 05:46
URI: http://insight.cumbria.ac.uk/id/eprint/2517

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