“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

IF 0.8 Q3 EDUCATION & EDUCATIONAL RESEARCH Educational Action Research Pub Date : 2023-09-13 DOI:10.1080/09650792.2023.2257233
Christina Davidson, Christine Edwards-Groves
{"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}
引用次数: 0

摘要

众所周知,课堂互动的主要模式很难改变。本文考察了教师在小学课堂行动研究项目过程中使用抄写和抄本作为改变课堂互动实践的方法。我们对12位教师的访谈进行了主题分析,并描述了四个主题,以解决教师的转录和开发成绩单的经验。讨论考虑了教师开发的抄本在其行动研究中的重要性,解决了抄本过程中“理所当然”的问题,以及加强抄本使用的可能性,以有意改变课堂谈话和互动。我们的结论是,教师研究人员的转录可能是一种强有力的方式,既可以为课堂行动研究的实施提供信息,也可以为与学术研究人员的合作研究提供信息,从而改变课堂互动。最后,我们建议教师在他们的行动研究的某些阶段发现更集中的转录方法是有用的。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
查看原文
分享 分享
微信好友 朋友圈 QQ好友 复制链接
本刊更多论文
“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.
求助全文
通过发布文献求助,成功后即可免费获取论文全文。 去求助
来源期刊
Educational Action Research
Educational Action Research EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
3.10
自引率
8.30%
发文量
48
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.
期刊最新文献
How to become a “dynamo of transformation” in 10 easy lessons Impacting teaching and learning through collaborative reflective practice Leading program curriculum reform: reflections on challenges and successes Volunteer listeners as co-producers of knowledge: exploring the lived experience of older people’s social isolation through peer research Finding the sweet spot for insider action research
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
×
提示
您的信息不完整,为了账户安全,请先补充。
现在去补充
×
提示
您因"违规操作"
具体请查看互助需知
我知道了
×
提示
现在去查看 取消
×
提示
确定
0
微信
客服QQ
Book学术公众号 扫码关注我们
反馈
×
意见反馈
请填写您的意见或建议
请填写您的手机或邮箱
已复制链接
已复制链接
快去分享给好友吧!
我知道了
×
扫码分享
扫码分享
Book学术官方微信
Book学术文献互助
Book学术文献互助群
群 号:481959085
Book学术
文献互助 智能选刊 最新文献 互助须知 联系我们:info@booksci.cn
Book学术提供免费学术资源搜索服务,方便国内外学者检索中英文文献。致力于提供最便捷和优质的服务体验。
Copyright © 2023 Book学术 All rights reserved.
ghs 京公网安备 11010802042870号 京ICP备2023020795号-1