Abstract
In these reflections, I make some brief comments about how the theory of practice architectures has been used in this volume, and then take up two specific issues. The first concerns the European notion of Bildung and its relationship to the English notion of education; the second concerns the nature of the relationship between ‘teachers’ and ‘researchers’ in Nordic action research, study circles, and research circles described in Chapters Three, Four, Five and Six.
This is a preview of subscription content, log in via an institution to check access.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
Preview
Unable to display preview. Download preview PDF.
References
Carr, W. (2006). Philosophy, methodology and action research. Journal of Philosophy of Education, 40(4), 421–435.
Carr, W. (2007). Educational research as a practical science. International Journal of Research and Method in Education, 30(3), 271–286.
Carr, W., & Kemmis, S. (1986). Becoming critical: Education, knowledge and action research. London, UK: Falmer.
Corey, S. (1953) Action research to improve school practices. Columbia: New York Teachers’ College.
Dewey, J. (1955). Democracy and education: An introduction to the philosophy of education. New York, NY: The Macmillan Company.
Elliott, J. (1976-7). Developing hypotheses about classrooms from teachers’ practical constructs: An account of the Ford Teaching Project. Interchange, 7(2), 2–20.
Flyvbjerg, B. (2001). Making social science matter: Why social inquiry fails and how it can succeed again, S. Sampson (Trans.). Cambridge: Cambridge University Press.
Forsman, L., Karlberg-Granlund, G., Pörn, M., Salo, P., & Aspfors, J. (2014). From transmission to sitebased professional development—on the art of combining research with facilitation. In K. Rönnerman & P. Salo (Eds.), Lost in practice: Transforming nordic educational action research. Rotterdam: Sense Publishers.
Gadamer, H.-G. (1975). Truth and method. London, UK: Sheed and Ward.
Gustavsen, B. (2001). Theory and practice: The mediating discourse. In P. Reason & H. Bradbury (Eds.), Handbook of action research: Participative inquiry and practice (pp. 17–26). London: SAGE.
Holmstrand, L., & Härnsten, G. (2003). Förutsättningar för forskningscirklar i skolan. En kritisk granskning. [Prerequisites for research circles in school. A critical review.] (Vol. 10). Stockholm: Myndigheten för Skolutveckling.
Kemmis, S. (2010). Research for praxis: knowing doing. Pedagogy, Culture and Society, 18(1), 9–27.
Kemmis, S. (2012). Researching educational praxis: Spectator and participant perspectives. British Educational Research Journal, 38(6), 885–905.
Kemmis, S., & Grootenboer, P. (2008) Situating praxis in practice: practice architectures and the cultural, social and material conditions for practice. In S. Kemmis & T. J. Smith (Eds.), Enabling Praxis: Challenges for education (pp. 37–62). Rotterdam: Sense.
Kemmis, S., McTaggart, R., & Nixon, R. (2014). The action research planner: Doing critical participatory action research. Singapore: Springer.
Kemmis, S., Wilkinson, J., Edwards-Groves, C., Hardy, I., Grootenboer, P., & Bristol, L. (2014). Changing practices, changing education. Singapore: Springer.
Klafki, W. (1975). Studien zur Bildungstheorie und Didaktik. Basel: Weinheim.
Langelotz, L., & Rönnerman, K. (2014). The practice of peer group mentoring—traces of global changes and regional traditions. In K. Rönnerman & P. Salo (Eds.), Lost in Practice: Transforming Nordic Educational Action Research. Rotterdam: Sense Publishers.
Rosendahl, L. B., & Rönnerman, K. (2006). Facilitating school improvement: The problematic relationship between researchers and practitioners. Journal of In-service Education, 32(4), 499–511.
Noffke, S. (1992). The work and workplace of teachers in action research. Teaching and Teacher Education, 8(1), 15–29.
Rönnerman, K., & Olin, A. (2014). Research circles—Constructing a space for elaborating on being a teacher leader in preschools. In K. Rönnerman & P. Salo (Eds.), Lost in Practice: Transforming Nordic Educational Action Research Rotterdam: Sense Publishers.
Rönnerman, K., Salo, P., & Furu, E. M. (2008). Conclusions and challenges. Nurturing praxis. In K. Rönnerman, E. Moksnes Furu & P. Salo (Eds.), Nurturing Praxis. Action Research in Partnerships Between School and University in a Nordic Light (pp. 267–280). Rotterdam: Sense Publishers.
Salo, P. & Rönnerman, K. (2014). The Nordic tradition of educational action research—in the light of practice architectures. In K. Rönnerman & P. Salo (Eds.), Lost in Practice: Transforming Nordic Educational Action Research
Rorty, R. (1979). Philosophy and the mirror of nature. Princeton, NJ: Princeton University Press.
Sandberg, Å., Broms, G., Grip, A., Sundström, L., Steen, J., & Ullmark, P. (1992). Technological change and co-determination in Sweden. Philadelphia, PA: Temple University Press.
Siljander, P., Kivelä, A., & Sutinen, A. (Eds.). (2012). Theories of bildung and growth: Connections and controversies between continental educational thinking and American pragmatism. Rotterdam: Sense.
Somekh, B. (2006). Action research: A methodology for change and development. Buckingham: Open University Press.
Stenhouse, L. A. (1975). Introduction to curriculum research and development. London, UK: Heinemann Education.
Author information
Authors and Affiliations
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2014 Sense Publishers
About this chapter
Cite this chapter
Kemmis, S. (2014). Reflections on How the Theory of Practice Architectures is Being Used in the Nordic Context. In: Rönnerman, K., Salo, P. (eds) Lost in Practice. Pedagogy, Education and Praxis. SensePublishers, Rotterdam. https://doi.org/10.1007/978-94-6209-722-3_12
Download citation
DOI: https://doi.org/10.1007/978-94-6209-722-3_12
Publisher Name: SensePublishers, Rotterdam
Online ISBN: 978-94-6209-722-3
eBook Packages: Humanities, Social Sciences and LawEducation (R0)