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

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  • Katsarou, Eleni
  • Tsafos, Vassilis

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.

Suggested Citation

  • Katsarou, Eleni & Tsafos, Vassilis, 2016. "Recognising participants’ professional identities through analysis of narratives in educational Action Research," International Journal of Action Research, Rainer Hampp Verlag, vol. 12(3), pages 248-271.
    • Handle: RePEc:rai:ijares:ijar-2016-03-katsarou
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    More about this item

    Keywords

    educational action research; postmodermism; narrative inquiry; action researchers’ professional identities; critical friend;
    All these keywords.

    JEL classification:

    • A13 - General Economics and Teaching - - General Economics - - - Relation of Economics to Social Values
    • I21 - Health, Education, and Welfare - - Education - - - Analysis of Education
    • I28 - Health, Education, and Welfare - - Education - - - Government Policy

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