Communities of Practice and Participatory Action Research: The Formation of a Synergy for the Development of Museum Programmes for Early Childhood

Autor/inn/en	Ampartzaki, Maria; Kypriotaki, Maria; Voreadou, Catherine; Dardioti, Antonia; Stathi, Iasmi
Titel	Communities of Practice and Participatory Action Research: The Formation of a Synergy for the Development of Museum Programmes for Early Childhood
Quelle	In: Educational Action Research, 21 (2013) 1, S.4-27 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0965-0792
DOI	10.1080/09650792.2013.761920
Schlagwörter	Museums; Research Methodology; Data Analysis; Communities of Practice; Educational Practices; Young Children; Early Childhood Education; Participatory Research; Action Research; Program Development; Educational Innovation; Partnerships in Education; Educational Cooperation; Program Effectiveness; Program Evaluation; Constructivism (Learning); Performance Factors; Preschool Education; Cooperative Programs + Suchen Sie Ihr Suchwort? Museum; Museumswesen; Museen; Research method; Forschungsmethode; Auswertung; Community; Bildungspraxis; Frühe Kindheit; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Forschungstätigkeit; Projektforschung; Programmplanung; Instructional innovation; Bildungsinnovation; Hochschulpartnerschaft; cooperation; Kooperation; Programme evaluation; Programmevaluation; Leistungsindikator; Pre-school education; Vorschulerziehung
Abstract	This study explores the integration of two key ideas and working frameworks: a community of educational practice formed by the synergy between a natural history museum and a university department of pre-school education, which undertook participatory action research aimed at the creation of innovative museum programmes for young children. Data analysis and the evaluation of the research process show that the community was able to bring its situated knowledge into question and interrogate propositional knowledge by means of re-evaluating the learning targets, the nature of children's activity, the nature of interaction between adults and learners, and the nature of resources used in existing and newly designed programmes offered to young children. Participatory action research enabled the community to monitor the implementation of theory with scientific rigour and formulate a new "knowledge strategy", which in theoretical terms will guide future developments. (Contains 6 tables.) (As Provided).
Anmerkungen	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
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10