Reconceiving with Action Research: Working within and across Communities of Practice in a University/Community College Collaborative Venture

Autor/inn/en	Taylor, Ann; Puchner, Laurel D.; Powell, Margaret B.; Harris, Valorie; Marshall, Rick
Titel	Reconceiving with Action Research: Working within and across Communities of Practice in a University/Community College Collaborative Venture
Quelle	In: Educational Action Research, 20 (2012) 3, S.333-351 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0965-0792
DOI	10.1080/09650792.2012.697390
Schlagwörter	Communities of Practice; Action Research; Dropouts; Adult Education; Reflection; Grants; Teacher Educators; Community Colleges; Universities; Educational Cooperation; High School Equivalency Programs; Transitional Programs; Participant Observation; Semi Structured Interviews; Role Perception; Self Evaluation (Individuals); Expectation; Opportunities; Satisfaction; Professional Development; Illinois + Suchen Sie Ihr Suchwort? Community; Projektforschung; Drop-out; Drop-outs; Dropout; Early leavers; Schulversagen; Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Grant; Finanzielle Beihilfe; Teacher education; Lehrerausbildung; Lehrerbildung; Community college; Community College; University; Universität; cooperation; Kooperation; Teilnehmende Beobachtung; Role conception; Rollenverständnis; Expectancy; Erwartung; Möglichkeit; Zufriedenheit
Abstract	Three teacher educators worked at a US community college with two adult education staff on a grant-supported project bridging high school dropouts from adult education to employment. The teacher educators' apparently simple task of facilitating grant participants' engagement with action research became confusingly challenging. The consultants engaged in "second-order" action research to frame their process of reflective practice, thus deepening their understanding of the project's complexity, the marginalization of adult education, and their adult education colleagues' and other grant participants' reflective practice. This shift in understanding, powered by their continuing reflective practice, precipitated a transformation of their theoretical framework. They moved from questioning the nature of their roles to a more complex understanding of their experience and identity as movement among and within overlapping communities of practice. (Contains 1 note.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10