We describe an action research course from the point of view of our joint participation as instructor and student. The course is structured and its process is driven by the instructor's model of action research. We discuss the demands that the model places on participants as they develop individual plans for action research. The article concludes with our reflection on participants' experiences and a discussion of assumptions that inform course design and process.
Bakhtin, M.M. (1981). Dialogic imagination. Trans. C. Emerson & M. Holquist, ed. M. Holquist.Austin: University of Texas Press.
2.
Bakhtin, M.M. (1986). Speech genres and other late essays. Trans. V. W. McGee. Austin: University of Texas Press.
3.
Boud, D., & Feletti, G. (Eds.). (1997). The challenge of problem-based learning. London: Kogan Page/ New York: St Martin's Press.
4.
Boud, D., & Miller, N. (Eds.). (1996). Working with experience: Animating learning. London: Routledge.
5.
Chiu, L. (2006). Critical reflection: More than nuts and bolts . Action Research,4(2), 183—203.
6.
Denzin, N. K., & Lincoln, Y. S. (Eds.). (2000). Handbook of qualitative research (2nd edn). Thousand Oaks, CA: Sage.
7.
Gergen, K.J. (1999). An invitation to social construction. Thousand Oaks, CA: Sage.
8.
Harré, R., & Stearns, P. (1995). Discursive psychology in practice. London: Sage.
9.
Horton, M., & Freire, P. (1990). We make the road by walking: Conversations on education and social change, eds B. Bell, J. Gaventa, & J. Peters.Philadelphia, PA: Temple University Press.
10.
Mantzoukas, S. (2005). The inclusion of bias in reflective and reflexive research. Journal of Research in Nursing, 10(3), 279—295.
11.
Marshall, J. (2004). Living systemic thinking: Exploring quality in first-person action research. Action Research,2(3), 309—329.
12.
Merleau-Ponty, M. (2000 [1962]). Phenomenology of perception . Trans. C. Smith. New York: Routledge .
13.
Peters, J.M. (1999, July). The DATA-DATA model. Paper presented at the International Human Science Research Conference, Sheffield, UK.
14.
Peters, J.M. (2002, December). Combining reflective practice and formal inquiry: An action research model. Paper presented at the 10th Annual International Conference on Post-Secondary Education and Training, Brisbane, Australia.
15.
Peters, J.M., & Armstrong, J.L. (1998). Collaborative learning: People laboring together to construct knowledge. New Directions for Adult and ContinuingEducation, 79, 75—85.
16.
Peters, J., & Bell, B. (2001). Horton of Highlander: Ten years later. In P. Jarvis (Ed.), Twentieth-century thinkers in adult education (pp. 243—264). London: Kogan Page.
17.
Peters, J., & Ragland, B. (2005). Levelising: Multiple ways of knowing in practice . In J. Searle, F. Beven, & D. Roebuck (Eds.), Vocational learning: Transitions, interrelationships, partnerships and sustainable futures (pp. 94—101). Brisbane: Australian Academic Press.
18.
Ragland, B. (2006). Positioning the practitioner-researcher. Action Research,4(2), 165—182.
19.
Reason, P., & Torbert, W. (2001). The action turn: Towards a transformational social science. Concepts & Transformations,6(1), 1—37.
20.
Schon, D. (1983). The reflective practitioner. New York: Basic Books.
21.
Schon, D. (1987). Educating the reflective practitioner. San Francisco, CA: Jossey Bass.
22.
Schon, D., & Rein, M. (1994). Frame reflection: Toward the resolution of intractable policy controversies. New York: Basic Books.
23.
Shotter, J. (1993). Cultural politics of everyday life: Social constructionism, rhetoric, and knowing of the third kind. Toronto: University of Toronto Press.
24.
Shotter, J. (2005, June). The role of `withness' — thinking in `going on' inside chiasmically-structured processes. Draft paper for keynote address at the first Organization Studies Summer Workshop: Theorizing Process in Organizational Research, Santorini , Greece. Retrieved 25 September 2005 from: http://pubpages.unh.edu/~jds/Santorini.htm.
25.
Susman, G.I., & Evered, R.D. (1978). An assessment of the scientific merits of action research. Administrative Science Quarterly,23(4), 582—603.
26.
Winograd, T. (1980). What does it mean to understand language?Cognitive Science, 4(3), 209—242.
