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Empowering Teachers

Action Research in Partnership between Teachers and a Researcher

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Karin Rönnerman

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Edited by Karin Rönnerman and Petri Salo

Lost in Practice offers a further development of the notion of Nordic educational action research (as described in an earlier volume, Nurturing Praxis, in 2008), aiming to deepen and enrich understandings of the Nordic educational tradition and its various practices. It explores Nordic traditions and theories, such as Bildung, practical knowledge regime and translation theory, with the aim of furthering a seminal conversation between practice theory and action research. Furthermore it illuminates the use of these theories in the context of Nordic countries by presenting a number of case studies on professional development practices, in which specific forms and arenas for enhancing dialogue and meaning making are in focus. The practices of study and research circles, peer group mentoring and dialogue conferences, as developed in the Nordic countries throughout the 20th century, are presented and discussed, both in terms of established traditions and of practices of collaborative development. The book also reflect on the “regional” traditions and educational practices in the Nordic countries are reflected on in the third part of the book.

The volume addresses teachers at all levels in the educational system, particularly those who are interested in understanding educational action research and furthering collaborative forms of professional development, based on insights from different traditions for understanding and furthering the development of educational practices without getting lost.

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Karin Rönnerman and Petri Salo

The Nordic Tradition of Educational Action Research

In the light of practice architectures

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Petri Salo and Karin Rönnerman

The Practice of Peer Group Mentoring

Traces of global changes and regional traditions

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Lill Langelotz and Karin Rönnerman

Research Circles

Constructing a space for elaborating on being a teacher leader in preschools

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Karin Rönnerman and Anette Olin

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Karin Rönnerman and Petri Salo

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Karin Rönnerman and Petri Salo

Nurturing Praxis

Action Research in Partnerships between School and University in a Nordic Light

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Edited by Karin Rönnerman, Eli Moksnes Furu and Petri Salo

Nurturing Praxis offers a distinctive view of collaborative and action research in educational settings in four Nordic countries; Sweden, Norway, Finland and Iceland. Educational action research in Nordic countries is interpreted as being informed by the traditions of Bildung and (folk) enlightenment and thereby emphasizing the importance of collaboration, discussion and dialogue in knowledge creation. It explores the professional development of teachers, especially through school-university partnerships in which university researchers collaborate with teachers in a variety of educational settings in order to bring about change in and better understanding of practice. It presents case studies of professional development in the context educational reform and change, originating from both inside and outside schools, and tackled with or enhanced by collaborative and action research. By analysing the cases in the light of the Nordic traditions of Bildung and (folk) enlightenment, the authors have been able to identify a number of key features of professional development enhanced by collaborative and action research. These features are drawn together in the last chapter, in a comprehensive framework for Nurturing Praxis.