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Action Research in Higher Education: Exploring Ways of Creating and Holding the Space for Reflection

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Title: Action Research in Higher Education: Exploring Ways of Creating and Holding the Space for Reflection
Language: English
Authors: Burchell, Helen, Dyson, Janet
Source: Educational Action Research. Jun 2005 13(2):291-300.
Availability: Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 10
Publication Date: 2005
Document Type: Journal Articles
Reports - Evaluative
Education Level: Higher Education
Descriptors: Higher Education, Action Research, Doctoral Dissertations, Reflective Teaching, Reflection, Professional Development, Supervision, Foreign Countries, Student Teacher Supervisors, Interviews
Geographic Terms: United Kingdom
DOI: 10.1080/09650790500200280
ISSN: 0965-0792
Abstract: This article explores the place of individual and collective reflection in action research in higher education. It draws on the experience of a year-long project in which a group of five lecturers explored their practice as supervisors of students preparing dissertations. The project provided opportunities for both individual and group reflection on practice through interviews and a series of group meetings. A key dimension of the project was the creation of "reflective spaces" within both these contexts. The authors present the strategies they used and discuss some of the issues raised in facilitating action research of this kind.
Abstractor: As Provided
Number of References: 24
Entry Date: 2009
Accession Number: EJ837355
Database: ERIC
FullText Text:
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  Data: Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
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  Data: This article explores the place of individual and collective reflection in action research in higher education. It draws on the experience of a year-long project in which a group of five lecturers explored their practice as supervisors of students preparing dissertations. The project provided opportunities for both individual and group reflection on practice through interviews and a series of group meetings. A key dimension of the project was the creation of "reflective spaces" within both these contexts. The authors present the strategies they used and discuss some of the issues raised in facilitating action research of this kind.
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