{"title":"“但一旦我做了,它是不可思议的”:从业者行动研究人员的转录和使用转录的经验","authors":"Christina Davidson, Christine Edwards-Groves","doi":"10.1080/09650792.2023.2257233","DOIUrl":null,"url":null,"abstract":"Predominant patterns of classroom interaction are notoriously difficult to change. This article examines teachers’ use of transcription and transcripts as methods for enabling changes to classroom interaction practices over the course of action research projects in primary school classrooms. We employ thematic analysis of interviews with 12 teachers and delineate four themes addressing teachers’ experiences of transcription and developing transcripts. Discussion considers the importance of teacher-developed transcripts in their action research, addressing the ‘taken-for-granted’ in the transcription process, and the possibilities for enhanced uses of transcription for making deliberate changes to classroom talk and interaction. We conclude that transcription by teacher researchers may be a powerful way to inform both the conduct of action research in classrooms and collaborative research with academic researchers to bring about changes to classroom interaction. Finally, we suggest that teachers may find even more focused approaches to transcription useful at some stages of their action research.","PeriodicalId":47325,"journal":{"name":"Educational Action Research","volume":"81 1","pages":"0"},"PeriodicalIF":0.8000,"publicationDate":"2023-09-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"“But once I did it, it was incredible”: practitioner action researchers’ experiences of transcription and using transcripts\",\"authors\":\"Christina Davidson, Christine Edwards-Groves\",\"doi\":\"10.1080/09650792.2023.2257233\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"Predominant patterns of classroom interaction are notoriously difficult to change. This article examines teachers’ use of transcription and transcripts as methods for enabling changes to classroom interaction practices over the course of action research projects in primary school classrooms. We employ thematic analysis of interviews with 12 teachers and delineate four themes addressing teachers’ experiences of transcription and developing transcripts. Discussion considers the importance of teacher-developed transcripts in their action research, addressing the ‘taken-for-granted’ in the transcription process, and the possibilities for enhanced uses of transcription for making deliberate changes to classroom talk and interaction. We conclude that transcription by teacher researchers may be a powerful way to inform both the conduct of action research in classrooms and collaborative research with academic researchers to bring about changes to classroom interaction. Finally, we suggest that teachers may find even more focused approaches to transcription useful at some stages of their action research.\",\"PeriodicalId\":47325,\"journal\":{\"name\":\"Educational Action Research\",\"volume\":\"81 1\",\"pages\":\"0\"},\"PeriodicalIF\":0.8000,\"publicationDate\":\"2023-09-13\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Educational Action Research\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.1080/09650792.2023.2257233\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q3\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Educational Action Research","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1080/09650792.2023.2257233","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q3","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
“But once I did it, it was incredible”: practitioner action researchers’ experiences of transcription and using transcripts
Predominant patterns of classroom interaction are notoriously difficult to change. This article examines teachers’ use of transcription and transcripts as methods for enabling changes to classroom interaction practices over the course of action research projects in primary school classrooms. We employ thematic analysis of interviews with 12 teachers and delineate four themes addressing teachers’ experiences of transcription and developing transcripts. Discussion considers the importance of teacher-developed transcripts in their action research, addressing the ‘taken-for-granted’ in the transcription process, and the possibilities for enhanced uses of transcription for making deliberate changes to classroom talk and interaction. We conclude that transcription by teacher researchers may be a powerful way to inform both the conduct of action research in classrooms and collaborative research with academic researchers to bring about changes to classroom interaction. Finally, we suggest that teachers may find even more focused approaches to transcription useful at some stages of their action research.
期刊介绍:
Educational Action Research is concerned with exploring the dialogue between research and practice in educational settings. The considerable increase in interest in action research in recent years has been accompanied by the development of a number of different approaches: for example, to promote reflective practice; professional development; empowerment; understanding of tacit professional knowledge; curriculum development; individual, institutional and community change; and development of democratic management and administration. Proponents of all these share the common aim of ending the dislocation of research from practice, an aim which links them with those involved in participatory research and action inquiry. This journal publishes accounts of a range of action research and related studies, in education and across the professions, with the aim of making their outcomes widely available and exemplifying the variety of possible styles of reporting. It aims to establish and maintain a review of the literature of action research. It also provides a forum for dialogue on the methodological and epistemological issues, enabling different approaches to be subjected to critical reflection and analysis. The impetus for Educational Action Research came from CARN, the Collaborative Action Research Network, and since its foundation in 1992, EAR has been important in extending and strengthening this international network.