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Cited by 416Reflective Practices in EducationTeacher Education and Leadership StudiesAdult and Continuing Education Topics

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Action research and reflective practice: towards a holistic view

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Leitch, Ruth, Day, Christopher·2000·Educational Action Research
DOI 10.1080/09650790000200108
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Abstract

Two concepts that have captured the imagination of the educational community in the last 60 years have been those of ‘reflective practice’ and ‘action research’. Both, in their various forms, are considered to be critical dimensions of the professional development of teachers. However, whilst both were receiving academic attention during the 1930s and 1940s (Lewin, 1934, cited in Adelman, 1993; Lewin, 1946; Dewey, 1933), it was not until Stenhouse's (1975) notion of the teacher-as-researcher that the two came most compellingly into relationship and educational action research as a process, which held at its centre different kinds of reflection, began to be reformulated in Britain (Carr, 1993). This article considers the important part played in teachers' development by different kinds of action research. Its central thesis is that, although action research has a critical role to play not least as a means of building the capacity of teachers as researchers of their own practice, there has been insufficient attention given to both the nature of reflection in the action research process, and its relationship to the purposes, processes and outcomes. The article challenges the rational, cognitive models of reflection that are implicit in much of the action research literature. It suggests that more attention needs to be given to the importance of the role of emotion in understanding and developing the capacities for reflection which facilitates personal, professional and ultimately system change

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Metadata

Authors
Leitch, R., & Day, C.
Affiliations
  • Queen's University Belfast (GB)
  • University of Nottingham (GB)
Corresponding author
Leitch, Ruth
ORCID
Day, Christopher
Venue
Educational Action Research
Publisher
Informa UK Limited
Published
2000-03
Volume
8
Issue
1
Pages
179-193
ISSN
  • 0965-0792 (ISSN-L)
  • 1747-5074
DOI
10.1080/09650790000200108
OpenAlex
W2088971388
Cited by
416
References
2
Citations by year
2026: 13 · 2025: 12 · 2024: 15 · 2023: 29 · 2022: 27 · 2021: 44 · 2020: 15 · 2019: 29 · 2018: 26 · 2017: 36 · 2016: 23 · 2015: 28 · 2014: 14 · 2013: 20 · 2012: 13
FWCI
11.76
Type
journal article
Language
en
Open access
Locations
  • Educational Action Research (publishedVersion)
  • Research Portal (Queen's University Belfast) (submittedVersion)
Topics
  • Social Sciences › Education › Reflective Practices in Education
  • Social Sciences › Education › Teacher Education and Leadership Studies
  • Social Sciences › Education › Adult and Continuing Education Topics
Keywords
action research, reflective practice, teacher professional development, teacher research, emotional reflection, Stenhouse, John Dewey, Kurt Lewin, system change

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