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PHUV9100 Vitenskapsteori, forskningsmetodologi og etikk (Aksjonsforskning)

Emneplan godkjent av studieutvalget ved Høgskolen i Oslo 21. februar 2011.

Emnet er et obligatorisk emne i ph.d.-studiet i utdanningsvitenskap for lærerutdanning.

Introduction

The course addresses different forms of Action Research, as an approach to the intertwining of research and change in social and educational science. Approaches to Action Research will be related to philosophical questions of what science means in social research, questions of researching practice and user-engagement in research. Epistemological, methodological and ethical perspectives on action research will be presented, discussed and related to examples of research projects. Reflections on connections between epistemological conceptual frameworks and practical choices in social and educational research will be emphasized.

Learning outcomes

On completion of the course, candidates will have achieved the following outcomes defined as knowledge, skills, and general competence:

Knowledge

The candidate has in-depth knowledge of

  • historical and contemporary perspectives on Action Research, related to philosophy of science
  • epistemological and methodological perspectives on Action Research
  • key questions related to research and ethics in the field

Skills

The candidate

  • has gained methodological competence in understanding and engaging in Action Research at a sufficiently high level to develop knowledge in his/her field of study
  • can conduct epistemological analyses of complex relationships in relevant fields
  • can formulate epistemological, methodological, and ethical problems in educational science research related to Action Research
  • can give academically competent written and oral presentations at relevant conferences, both national and international

General competence

The candidate

  • can identify and establish constructive connections between theories, empirical data, and practices based on developed methodological competence in Action Research
  • has sufficient ethical competence to identify relevant ethical challenges in his/her research process
  • can identify and discuss complete relationships and conflicts between more general scientific theories and knowledge theories in Action Research, related to his/her field of research

Organisation and work methods

Organised tuition is given in the form of lectures, seminars, and academic supervision. Candidates are divided into small groups to prepare discussions and responses to written papers. Candidates are expected to actively participate in all the teaching activities. A considerable part of the academic supervision involves guidance on writing essays.

Preparation for the course

Students are expected to read course literature before the course to be able to participate actively in discussions and give feedback on each other’s essays.

Students must prepare a brief outline of their essay and upload it on the course room on Fronter one week before the course. A developed version of the essay must be uploaded one week before the second gathering of the course. The final version for the exam must be sent in within six weeks after the course.

Assessment

Coursework requirements

Oral presentation of draft for individual essays.

Final assessment

The candidate writes an individual essay of between 15 and 20 pages. The paper must be related to relevant problems in the course syllabus. The essay may also relate to, but must not overlap, the work done by the candidate towards his/her thesis. If the essay cannot be approved, the candidate may submit one revised version within a given deadline.

Assessment criteria

Essays are assessed on the basis of the stated learning outcomes for the course.

Right of appeal

Provisions regarding examinations and cheating in the Ethical Guidelines and the Regulations relating to Studies and Examinations at Oslo and Akershus University College of Applied Sciences, apply to works submitted as part of the training component of a PhD programme.

Language of instruction

English (and Norwegian, dependent on the language of participants).

Course responsibility

  • Professor  Hilde Hiim, Oslo and Akershus University College.
  • Professor  Jean McNiff, York St John University, Professor 2, Oslo and Akershus University College.
  • Professor  Olav Eikeland, Oslo and Akershus University College.
  • Associate professor  Eva Schwencke, Oslo and Akershus University College.
  • Associate professor  Sigrid Gjøtterud, Norwegian University of Life Sciences (NMBU).
  • Associate professor  Erling Krogh, Norwegian University of Life Sciences (NMBU).

Cooperation partners

The course is organized in cooperation with   Norwegian University of Life Sciences (NMBU) og  NAFOL.

Course plan

Gathering 1 Week 38 September 20-22, 2016

Introduction

In the first part of the course, some main concepts and methodological issues in Action Research as research on change and learning in practices are presented. The purposes and challenges of collaborative action research will be discussed and related to examples. Some principles in writing action research will be introduced.  All of the sessions will, in different ways tackle the ethical concerns that arise in various types of practice based research.

Tuesday
September 20
10.30-16.15       Room
Lectures Schedule Title Lecturers Key texts  
Lecture 10.30 - 11.15 Welcome, course introduction Hilde Hiim   P46-PA128*
Lunch 11.30 - 12.30        
Lecture 12.30 - 13.15
 13.30 - 14.15
How to involve participants and co-researchers in Action Research, various action researchers’ roles. Erling Krogh
Sigrid Gjøtterud
Reason and Bradbury (2008), Heron and Reason (2001, 2008), Bjønness and Johansen (2014) P46-PA128
Lecture 14.30 - 15.15
 15.30 - 16.15
Practitioner Research – epistemological, methodological and ethical perspectives Jean McNiff McNiff (2013, 2014, 2016) P46-PA128
Wednesday  
 September 21
9.30-16.15        
Lectures Schedule Title Lecturers Key texts  
Lecture 9.30 - 10.15
 10.30 - 11.15
Educational Action Research and curriculum research - different approaches, epistemological, methodological and ethical perspectives Hilde Hiim Carr & Kemmis (1986), Elliott (1991) Hiim (2010, 2015), Heron & Reason (2001, 2008) Herr & Anderson (2015) Kemmis (2012) FG5-FG113
Lunch 11.30 - 12.30        
Lecture 12.30 - 13.15
 13.30 - 14.15
Educational Action Research continues
 An example of collaborative research in teacher educators’ practice
Hilde Hiim
Sigrid Gjøtterud
Gjøtterud and Krogh (2012), Heron and Reason (2001, 2008), Winter and Burroughs (1989), Whitehead (1989) FG5-FG113
Seminar 14.30 - 15.15
 15.30 - 16.15
Student presentations of draft essays and discussion Hilde Hiim
Sigrid Gjøtterud
  FG5-C355
FG5-C356
FG5-C357
FG5-C361
Thursday September 22 9.30-16.15        
Lectures Schedule Title Lecturers Key texts  
Lecture 9.30 - 10.15
 10.30 - 11.15
Doing and writing Action Research Jean McNiff McNiff (2013, 2014, 2016), Herr & Anderson (2015) FG5-FG127
Lunch 11.30 - 12.30        
Lecture 12.30 - 13.15
 13.30 - 14.15
Doing and writing action Research (continues) Jean McNiff McNiff (2013, 2014, 2016), Herr & Anderson (2015) FG5-FG127
Seminar 14.30 - 15.15
 15.30 - 16.15
Student presentations of draft essays and discussion Hilde Hiim
Sigrid Gjøtterud
  FG5-C355
FG5-C356
FG5-C357
FG5-C360

*PA46 - Pilestredet 46, FG5 - Falbes gate 5

Gathering 2 Week 42 October 18-20, 2016

Introduction

The second part of the course will focus on some additional approaches and fields of Action Research. The Norwegian Dialogical tradition related to organizational development and learning will be presented, as will the tradition of Critical utopian Action Research. Epistemological, methodological and ethical perspectives in different approaches will be compared and related to examples of Action Research projects.

Tuesday  
 October 18
9.30-16.15       Room
Lectures Schedule Title Lecturers Key texts  
Lecture 9.30 - 10.15
 10.30 - 11.15
Dialogical Action Research and organizational learning Olav Eikeland Eikeland (2006, 2012) FG5-FG127
Lunch 11.30  - 12.30        
Lecture 12.30 - 13.15
 13.30 - 14.15
From Action to Action Research – an example from an ongoing project in Tanzania Erling Krogh Gjøtterud, Krogh, Dyngeland and Mwakasumba (2015), Swantz (2008) FG5-FG127
Seminar 14.30 - 15.15
 15.30 - 16.15
Student presentations of draft essays and discussion Hilde Hiim
Sigrid Gjøtterud
  FG5-C355
FG5-C356
FG5-C357
FG5-C361
Wednesday  
 October 19
9.30-16.15        
Lectures Schedule Title Lecturers Key texts  
Lecture 9.30 - 10.15
 10.30 - 11.15
Critical utopian Action Research - epistemological, methodological and ethical perspectives Eva Schwencke Bladt & Nielsen (2013), Nielsen (2004), Nielsen & Nielsen (2006), Schwencke (2006), Tofteng & Husted (2014) FG5-FG127
Lunch 11.30  - 12.30        
Lecture 12.30 - 13.15
 13.30 - 14.15
Critical utopian Action Research (continues) Eva Schwencke Bladt & Nielsen (2013), Nielsen (2004), Nielsen & Nielsen (2006), Schwencke (2006), Tofteng & Husted (2014) FG5-FG127
Seminar 14.30 - 15.15
 15.30 - 16.15
Student presentations of draft essays and discussion Hilde Hiim
Sigrid Gjøtterud
  FG5-C355
FG5-C356
FG5-C357
FG5-C361
Thursday  
 October 20
9.30-15.15        
Lectures Schedule Title Lecturers Key texts  
Lecture 9.30 - 10.15
 10.30 - 11.15
Data analysis in action research Sigrid Gjøtterud Winter (1989), Charmaz (2014), Eneroth (1984) FG5-FG127 
Lunch 11.30 -  12.30        
Lecture 12.30 - 13.15
 13.30 - 14.15
Writing an Action Research thesis Jean McNiff Herr & Anderson (2015), McNiff (2014) FG5-FG127 
Summing up, course evaluation 14.30 - 15.15 Course evaluation and discussion  Hilde Hiim    FG5-FG127

Pensumliste

Bjønness, B., & Johansen, G. (2014). Bridging the Gap between Teaching and Research on Science Inquiry: Reflections based on Two Action Research Projects. Action Researcher in Education (5) (s. 16-35). (19 s.)

Bladt, M. & Nielsen, K. Aagaard (2013). Free space in the processes of action research. Action Research 11:4, (s. 369-385). (17 s.)

Carr, W. & Kemmis, S. (1986). Becoming Critical. London: Falmer Press (s. 7-46). (40 s.)

Charmaz, K. (2014).  Constructing grounded theory. London, Sage. (s. 109 - 137). (28 s.)

Elliott, J. (1991). Action Research for educational change. Buckingham: Open University Press (s. 3-12). (10 s.)

Eikeland, O. (2006). The validity of action research - validity in action research. In: Nielsen, K. A. and Svensson, L.: Action and interactive research: beyond practice and theory ( s. 193-240). (47 s.).

Eikeland, O. (2012). Action Research – Applied Research, Intervention Research, Collaborative Research, Practitioner Research, or Praxis Research? International Journal of Action Research . Volume 8, Issue 1 (s. 9-44). (35 s.)

Eneroth, B. (1984). Hur mäter man "vackert"?: grundbok i kvalitativ metod . [ How do we measure «beautiful»: an introduction to qualitative method? ] Stockholm, Akademilitteratur (s. 154 – 164). (10 s.) (A translated version of the chapter will be handed out to English speaking participants.)

Gjøtterud, S. and E. Krogh (2012). Action research as an approach to professional and organizational development in teacher education. Action Researcher in Education (3) (s. 66-83). (18 s.)

Gjøtterud, S., Krogh, E., Dyngeland, C. and Mwakasumba, S. N. (2015) Orphans as agents for change. The International Journal for Transformative Research (IJTR) (in press December 2015) (19 s.)

Heron, J. and P. Reason (2001). The Practice of Co-operative Inquiry: Research 'with' rather than 'on' People. In: Reason, P. and H. Bradbury (red.). Handbook of Action Research: Participative Inquiry and Practice. London SAGE (s. 179-188). (10 pages)

Heron, J. and P. Reason (2008). Extending epistemology within a Co-operative Inquiry. In: Reason; P. and H. Bradbury (eds). The SAGE Handbook of Action Research: Participative Inquiry and Practice. Second Edition. P. London, SAGE (s. 366-380). (15 s.)

Herr, K. and Anderson, G. (2015) The Action Research Dissertation (2nd. edition). Thousand Oaks: Sage (s. 1-162). (162 s.)

Hiim, H. (2010).  Pedagogisk Aksjonsforskning. Oslo: Universitetsforlaget (s. 15-55). (41 s.)

Hiim, H. (2015). Educational Action Research and the development of professional teacher knowledge.  Action Research for Democracy. E. Gunnarsson, H. P. Hansen, H. P., B. Steen Nielsen, (red.). (In press November 2015) London: Routledge. (19 s.) 

Kemmis, K. (2012). Researching educational praxis: spectator and participant perspectives. British Educational Research Journal 38:6 (s. 885-905). (21 s.)

Levin, M. & Greenwood, D. (2008). The future of universities: Action Research and the transformation of higher education. The SAGE handbook of Action Research: Participative Inquiry and Practice. (Second Edition) s. Reason. & H. Bradbury (red.) London: Sage (s. 211-226). (16 s.)

McNiff, J. (2013) Action Research: Principles and Practice (3rd. edition). Abingdon: Routledge. Introduction and Chapter 1. S. 1–37. (37 s.)

McNiff, J. (2014) Writing and Doing Action Research . London: Sage. Chapters 3 and 4. S. 49–85. (36 s.)

McNiff, J. (2016) Writing Up Your Action Research Project. Abingdon: Routledge. Chapter 6. S. 99–113. (14 s.)

Nielsen, K. Aagaard (2004). Aktionsforskningens Videnskabsteori. Videnskabsteori i samfundsvidenskaberne L. Fuglsang og P. Olsen (red.) Fredriksberg: Roskilde Universitetsforlag (s. 517-549). (33 s.)

Nielsen, K. Aagaard & Nielsen, B. Steen (2006). Methodologies in Action Research. In: Nielsen, K. Aagaard & Svensson, L. (red.). Action Research and Interactive research. Maastricht: Shaker (s. 63-87). (25 s.)

Reason, P. and H. Bradbury, Red. (2008 ).  Introduction ,  The SAGE handbook of action research: participative inquiry and practice . Second Edition. London, SAGE (s. 1-10). (10 s.)

Schwencke, E. (2006). Free space in Action Research and in project oriented traineeship. In: K. Aagaard Nielsen, & L. Svensson (eds.). Action Research & Interactive Research. Maastricht: Shaker (s. 371-387). (17 s.)

Swantz, M. L. (2008). Participatory Action Research as Practice. In: P. Reason & H. Bradbury (red.). The Sage Handbook of Action Research. London: Sage (s. 31-48). (18 s.)

Tofteng, D. & Husted, M. (2014). Critical Utopian Action Research. In: Coghlan, D. & Brydon-Miller, m. (red.). The SAGE Encyclopedia of Action Research. London: SAGE (s. 230-232). (3 s.)

Whitehead, J. (1989). Creating a Living Educational Theory from Questions of the Kind, 'How do I Improve my Practice?'. Cambridge Journal of Education 19(1) (s. 41-52). (11 s.)

Winter, R. and S. Burroughs (1989). Learning from experience: principles and practice in action-research . London ; New York, Falmer Press (s. 38 – 68). (31 s.)

Engelsk alternativ til Hiim, H. (2010)

Zeichner, K. (2002): Educational Action Research. In: P. Reason & H. Bradbury (red.).  Handbook of Action Research London: Sage s. 273-284 (12 s.)

Og:

Zeichner, K. (2010): Rethinking the Connections between Campus Courses and Field experiences in College- and University-based Teacher Education. Journal of Teacher education 2010 61 (1-2) s. 89-99 (11 s.)

Engelsk alternativ til Nielsen, K. Aagaard (2004)

Greenwood, D. J. and M. Levin (2007). An epistemological Foundation for Action Research. In: Greenwood and Levin (2007). Introduction to action research : social research for social change. Thousand Oaks, Calif, Sage Publications. (s. 53 – 76) (23 s.)

Til sammen 742 sider.

(Pensumliste ajour: 29.03.2016)

Om emnet

Philosophy of Science, Research Methodologies and Ethics (Action Research) Ph.d.-program i utdanningsvitenskap for lærerutdanning 10 stp. Høst 2016 Engelsk 2016

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