Education Commons^™

Exploring Vulnerability And Risk In An Action Research Writing Group: A Cooperative Inquiry, David Coghlan, Vivienne Brady, Denise O'Leary, Geralyn Hynes

Books/Book Chapters

This article describes how, the authors, as members of an action research writing group, responded to a comment about feeling vulnerable in risking bringing their work-in-progress to the group and in giving feedback to colleagues by adopting a cooperative inquiry approach to explore vulnerability and risk in the group. In cooperative inquiry group members act as both co-researcher and co-subject in the inquiry and action. The article describes the evolution of the group and how the topic of exploring risk and vulnerability emerged. The group’s exploration is grounded in the theory and practice of cooperative inquiry that gives voice to …

Exploring Supports Provided For Student Eportfolio Development In A Professional Development Context, Muireann Okeeffe

Articles

This small scale study aimed to explore and establish if support strategies implemented to enhance student ePortfolios were helpful to students and to identify useful ways of supporting ePortfolio development with future cohorts of students. This action research study was informed through focus group discussion and individual interviews with students.

The importance of reflection for the development professional practice and of creative abilities is discussed. The substantial benefits of creativity within education are investigated and characteristics of creativity that might be developed with students’ ePortfolios are revealed. Specifically this paper seeks to foster Crafts (2011) four characteristics of creativity, pluralities, …

Engaging In An Action Research Cycle On The Irish Standards Based Apprenticeship To Provide Time For Learners’ Engagement., Eric Bates

Conference papers

Lecturing on the Irish Standards Based Apprenticeship Programme which is a prescribed vocational course with a set time limit brought various concerns regarding the course. These concerns included the restrictive time limit, the delivery modes and the level of student learning. Having to present course theory notes in a very limited time period left little exam preparation time with the possibility of the students engaging in a surface approach to learning. Being cognizant of these issues an action research cycle was commenced in an effort to improve the situation and provide time for the learners’ engagement with the material. This …