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Roles, relationships, and thought: Using collaborative action research to improve facilitator practice.

机译:角色,关系和思想:使用协作行动研究来改善主持人实践。

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摘要

My purpose in conducting this research project was to engage in collaborative action research with a group of experiential learning facilitators in order to improve our practice. We used the DATA-DATAn collaborative action research methodology to identify areas of needed improvement, examine personal assumptions, theorize about possible solutions, establish initial action plans, take action, collect data, reflect, analyze, theorize and act upon results. Reflections and results of individual action research cycles were continuously shared with the group to foster individual learning and group construction of knowledge. We concluded that changes in our practice did occur as a result of personal insights and growth experienced in action research.;The data analysis revealed three categories of themes. The Role of Facilitator category provided metaphors for facilitation. Clarification of this role provided boundaries within which we operated as facilitators and established criteria for skills needed to improve our practice. The Relationship to the Group category included themes dealing with the nature of relationships we established with the participants. The effectiveness of a facilitator is in part a function of rapport with the group. Demonstrating personal vulnerability, sharing personal stories and caring for the group are three means by which rapport is established. The Role of Thought category speaks to personal growth we experienced as an increased awareness of our moment-to-moment thinking, an awareness of the reality we create by that thinking, and the resultant behaviors demonstrated as we act into and out of that created reality. Changes in practice are presented in terms of these categories.;I discussed elements of the research design that enhanced collaborative learning and features of the research design that could have been more effective. I discussed my use of DATA-DATAn action research model and cited implications for further research in terms of the utility of the current version of the model.
机译:我进行此研究项目的目的是与一组经验丰富的学习促进者一起进行协作行动研究,以改善我们的实践。我们使用DATA-DATAn协作行动研究方法论来确定需要改进的领域,检查个人假设,对可能的解决方案进行理论化,制定初始行动计划,采取行动,收集数据,反映,分析,理论化并根据结果采取行动。与小组不断分享个人行动研究周期的思考和结果,以促进个人学习和知识的小组建设。我们得出的结论是,我们的行为发生了变化,这是由于行动研究中的个人见解和成长所致。数据分析揭示了三类主题。促进者角色类别为促进提供了隐喻。明确这一角色提供了界限,我们在此范围内担任协调员,并建立了改善实践所需技能的标准。与组的关系类别包括与我们与参与者建立的关系的性质有关的主题。协调人的有效性部分取决于与团体的融洽关系。展示个人脆弱性,分享个人故事和关心团队是建立融洽关系的三种方法。 “思想的角色”类别代表着我们的个人成长,这是我们对当下即刻思考的一种增强的意识,对我们通过这种思维所创造的现实的认识,以及当我们在所创造的现实中行动时所表现出的结果行为。在实践中的变化是按照这些类别来表示的。我讨论了可以增强协作学习的研究设计要素,以及可以更加有效的研究设计功能。我讨论了我对DATA-DATAn行为研究模型的使用,并就该模型当前版本的实用性列举了进一步研究的意义。

著录项

  • 作者

    Brickey, Ralph Edwin.;

  • 作者单位

    The University of Tennessee.;

  • 授予单位 The University of Tennessee.;
  • 学科 Education Adult and Continuing.;Education Teacher Training.;Education Educational Psychology.
  • 学位 Ed.D.
  • 年度 2001
  • 页码 113 p.
  • 总页数 113
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

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