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Recognising participants’ professional identities through analysis of narratives in educational Action Research

Eleni Katsarou and Vassilis Tsafos

International Journal of Action Research, 2016, vol. 12, issue 3, 248-271

Abstract: The aim of the paper is to demonstrate how deconstructing a narrative in educational action research, under certain conditions, can contribute to recognising the participants' identities and shed more light on their subjec-tivities, revealing their interpretations and representations, and thus providing them with rich feedback for reflection. To achieve its aim, the paper includes two basic parts: the relevant theoretical framework of combining the two research approaches (action research and narrative in-quiry) is presented in the first part. In the second part an action research project undertaken by a group of school headmasters is presented, in or-der to discuss the proposed procedure, its prospects and limitations. Final-ly, the contrast between the transformative expectations concerning par-ticipants’ identities and the less optimistic results on their reflective prac-tice is presented and interpreted in the discussion.

Keywords: educational action research; postmodermism; narrative inquiry; action researchers’ professional identities; critical friend (search for similar items in EconPapers)
JEL-codes: A13 I21 I28 (search for similar items in EconPapers)
Date: 2016
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International Journal of Action Research is currently edited by Werner Fricke, Richard Ennals, Oyvind Palshaugen, Sabine Pfeiffer and Danilo Streck, editor-in chief

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