【轉知】教學實踐研究計畫專辦-資訊分享：行動研究相關資源

Posted on by 教學發展中心

一、行動研究是什麼呢?

行動研究大概是目前我們教學實踐研究計畫當中最常被採用的研究法了! 然而，到底什麼是行動研究呢? 以下參考英國Higher Education Academy(HEA)邀請兩位學者撰寫的行動研究使用手冊(HEA Action Research: Practical Guide) 簡單摘述了一下行動研究的內涵，提供有興趣的老師們參考! 

二、作者介紹如下：

  1. Dr. Lydia Arnolad，Ph.D in Education, Professor, Harper Adams University
    專長：大學教師專業發展、遠距教學之教學法、國際化教職員專業發展等；長期投入於行動研究之相關研究與應用。著作涵蓋教育評估、遠距與任務導向學習課程發展等主題。
  2. Dr. Lin Norton, Ph.D in Education, Emeritus Professor, Liverpool Hope University
    目前已於2010年退休，長期投入於教學法研究、教學行動研究，被英國心理學會授與會士，為國際知名之教育學者，特別重視教學行動研究如何被應用於高等教育。

三、內容摘錄 (翻譯並摘錄自HEA Action Research: Practical Guide)

  1. 什麼是行動研究呢? 
    本書所採用的觀點，偏向於行動研究在高等教育的場域當中，其角色並不僅止於一個研究方法，除了是一個評估教學與學習成效的方法與途徑外，更重要的是它是一個可以提出問題、對教學現況提出挑戰與改變的研究方法。因此就如同Noffke(2009)所提出的，
    Action research is part of the process of constructing what it means to beaneducator, and involves interconnections between the identities of the researcher and the researched(Noffke 2009, p.19)
    行動研究是一個在探討身為一個老師代表什麼意義，也是在探討研究者與被研究者如何看待教學與學習的歷程之看法、觀點與認同的互動溝通的過程。
     
  2. 常見的行動研究流程
    (翻譯並重製自HEA Action Research: practical guide, Arnold, L., & Norton, Lin)

圖1 ：常見的行動研究流程

但許多學者提醒：

  • 這些步驟在需要的時候，是可以同時進行的，實際上在進行行動研究的時候，是很少會按部就班進行的! 
  • 反思是需要在整個流程都持續在進行的，而非僅止於某個階段。
  • 在歷程反思的階段，需要停下來進行思考，並論述整個歷程中所獲得的發現等，並討論下一步該做什麼?但許多研究者是會在每個階段都進行這樣的討論、評估與決策的。
  1. 常見的行動研究資料蒐集方法類型
  • 半結構式訪談
  • 觀察
  • 研究者反思日誌
  • 焦點團體訪談
  • 問卷
  • 學生作品如小組討論紀錄、報告、學習單、簡報、學生完成之作品、學生檔案紀錄等)

值得注意的是：

  • 行動研究的資料蒐集與其他研究法相同，需要蒐集能夠評估採用之教學策略或教學法是否有效，然而行動研究的資料結果並非一定要證明直觀的因果關係，可能更是透過行動研究了解我們的教學與學生學習產生的問題，從而進行調整。
  • McNiff (2017)舉了一個例子如下：
    假設從觀察當中執行某些策略方法時發現我們的學生沒有完成討論課程前的文章閱讀功課，通常會發展出結論為”學生未完成課程文章閱讀功課”，但在行動研究的執行過程當中，這樣的問題可能可以被重新改寫成：我要怎麼鼓勵我們學生完成課程前的文章閱讀功課? 也因此討論的角度也會從這個方向來切入。

四、相關行動研究的參考文獻與資源如下：
中文期刊：

  • 吳明隆(2001）。《教育行動研究導論：理論與實務》。台北：五南
  • 成虹飛(2000)。行動研究的書寫與閱讀—困境與可能性(阿美與阿花的對話錄)。教育資料與研究，35，1-7。
  • 成虹飛(2014)。行動/敘說探究與相遇的知識。課程與教學季刊，17(4)，1-24。
  • 李雪菱(2015)。文化回應的檳榔防制教學之行動研究。當代教育研究季刊，22(2)，1-34。
  • 何縕琪、林喜慈（2006）。文化回應教學之實踐與省思：一個多族群班級的行動研究。慈濟大學教育研究學刊，(2)，33-66。
  • 林佩璇（2003）。課程行動研究－從「專業成長」剖析教師角色轉化的困境。課程與教學，6(3)，129-145+180。doi:10.6384/CIQ.200307.0129
  • 林素卿(2001)。行動研究於實習上的應用:以二位實習教師為例。國立高雄師範大學教育學系教育學刊，17
  • 黃俊儒(2018)。教學與研究的雙螺旋：通識教育教學行動研究之實踐面向。教育研究期刊，286，51-64。
  • 詹志禹(2005)。討論法融入大學統計教學之行動研究。當代教育研究季刊，13(4)，167-208。
  • 鄭夙珍、鄭瀛川（2014）。高等教育職能融入教學行動研究－以心理系課程為例。課程與教學，17(1)，31-60。doi:10.6384/CIQ.201401_17(1).0002

中文書籍：

  • 潘世尊(2005)。教學行動研究：理論、實踐與反省。台北市：心理出版社。

英文：

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  • Arnold, L. and Norton, L. (2018) HEA action research: sector case studies. HEA. Bassey, M. (1981) Pedagogic research:on the relative merits of search for generalisation and study of single events.Oxford Review of Education.7(1), 73–94.
  • Biesta, G. (2007) Bridging the gap between educational research and educational practice: the need for critical distance. Educational Research and Evaluation. 13 (3),295–301.
  • Brown, K., Brown, K., Mountford-Zimdars, A. and Mountford-Zimdars, A. (2017)Exploring academic hiring and life in humanities and social sciences at an English research university through a PhD students-as-partners project.Studies in Graduate and Postdoctoral Education. 8(1), 15–29.
  • Cook, T. (2009)The purpose of mess in action research: building rigour though a messy turn.Educational Action Research.17(2), 277–91.
  • Cronin, C.and Lowes, J. (2016) Embedding experiential learning in HE sport coaching courses: an action research study.Journal of Hospitality, Leisure, Sport Tourism Education.18, 1–8.
  • Dadds, M. (2008)Empathetic validity in practitioner research. Educational Action Research.16(2), 279–90. 
  • Dick, B.(1999) Sources of rigour in action research: addressing the issues of trustworthiness and credibility[Internet]. In:Association for Qualitative Research Conference “Issues of rigour in qualitative research”: Duxton Hotel,Melbourne, Victoria, 6-10 July 1999.. Available from: http://www.aral.com.au/DLitt/DLitt_P44trust.pdf[Accessed 1 December 2017].
  • Dzakiria, H. (2012) Theory of relatability as a possible alternative to the issue of generalising of research findings: the case of open and distance learning at Universiti Utara Malaysia. Malaysian Journal of Distance Education.14(1), 41–58.
  • Ebbutt, D. (1985) Educational action research: some general concerns andspecificquibbles. In Burgess, R. (ed.) Issues in educational research: qualitative methods. Lewes:The Falmer Press.Elliott, J. (2007) Assessing the quality of action research.Research Papers in Education,22 (2),229-246.
  • Gbadamosi, G. (2015) Should we bother improving students’ attendance at seminars? Innovations In Education and Teaching International.52(2), 196.
  • Goodnough, K. (2011)Examining the long-term impact of collaborative action research on teacher identity and practice. Education Action Research.19(1), 73–86.
  • Gravett, S. (2004) Action research and transformative learning in teaching development.Educational Action Research.12 (2),259–72.
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  • Macfarlane, B. (2009) Researching with integrity:the ethics of academic enquiry.Abingdon: Routledge.
  • Mansour, H.F. (2015)Enhancing first year management students’ engagement: an action research project to explore the use of the essay feedback checklist. International Journal Of Management Education.13(3),218–26.
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  • Mu, H. and Paparas, D. (2015)Incorporating the advantages of clickers and mobile devices to teach Economics to non-economists. Special Issue on Economic and Econometric Tools for Teaching and Learning–Cogent Economics and Finance.3 (1), 1-10.
  • Myers, K. (2010)Reflexive practice: professional thinking for a turbulent world. Basingstoke: Palgrave Macmillan.
  • Noffke, S.E. (2009) Revisiting the professional, personal, and political dimensions of action research. In Noffke, S. and Somekh, B. (eds.) The Sage Handbook of Educational Action research. London: Sage, pp. 6–23.
  • Norton, L. (2014) Legitimising pedagogical research in universities: raising the quality[Internet]. Journal of Academic Development and Education. 1(1),5–14.Available from: http://www.keele.ac.uk/docs/3d/jade-january-2014/[Accessed 1 December 2017].
  • Oancea,O. and Furlong, J. (2007) Expressions of excellence and the assessment of applied and practice-based research. Research Papers in Education, 22 (2),119-137.
  • O’Siochru, C. and Norton, L. (2014) Where’s the evidence? Teaching psychology writing convention to non-psychology students. In Cormack, S., Bourne, V., Deuker, C., Norton, L., O’Siochru, C. andWatling, D. (2014) The future of pedagogical action research in psychology. Psychology Teaching Review. 20(2), 93–107.
  • Norton, L.S. (2009) Action research in teaching and learning:apractical guide to conducting pedagogical research in universities. Abingdon: Routledge.
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  • Smith, M. K. (2001) Kurt Lewin, groups, experiential learning and action research[Internet].The Encyclopedia of Informal Education.Available from: http://www.infed.org/thinkers/et-lewin.htm[Accessed 1 December 2017].
  • Somekh, B. (2006) Action research:amethodology for change and development. Maidenhead: Open University Press.Stannard, R. (2013) Could this really cause a revolution in the way we provide feedback? Modern English Teacher. 22(1), 35–7.
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  • Thorley, W., Marjoribanks, B., andKranz, J. (2014) Enhancing the undergraduate student experience via fund-raising partnerships: an action research project.Educational Action Research.22 (4), 552–67.
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  • Ulsrud, K., Winther, T., Palit, D.andRohracher., H. (2015)Village-level solar power in Africa: accelerating access to electricity services through a socio-technical design in Kenya.Energy Research andSocial Science:Special Issue on Renewable Energy in Sub-Saharan Africa.5, 34–44.
  • West, C. (2011)Action research as a professional development activity. Arts Education Policy Review. 112(2),89–94.
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  • Zuber-Skerritt, O.Foreword.xi. In Zuber-Skerrit, O. (ed.) (2012) Action research for sustainable development in a turbulent world.Bingley: Emerald Group Publishing