ACTION RESEARCH IN PRE-SERVICE TEACHER EDUCATION IN THE FIELD OF PEDAGOGY. REFLECTIONS FROM PRACTICE

Abstract

This article is an invitation to discuss the rationale, the foundations and the resulting place and boundary conditions of incorporating research of an educational intervention nature known as action research into the pre-service education programmes (in the pedagogical component, in the implementation of modules devoted to didactics). In the situation of a radically changing teaching context, we not only do not deny but appreciate the importance of basing (or supporting) the didactics of higher education with the results of research carried out in the quantitative convention (leading to theories explaining the phenomena and processes occurring in school reality on a macro or meso scale), reaching out to the results of research undertaken in the interpretative convention, reconstructing the meanings and senses given by the actors of the educational scene to their place and professional role. However, we believe that in the acquisition of strictly didactic competence it is worthwhile to include the critical reflection triggered by the study of school practice via pedagogical theories, but also to encourage and create conditions for participation in projects transforming the space and modes of learning beyond the classroom and school walls. Drawing on examples from own practice, I show the possibilities and limitations of student research in action embedded in dialogical and trialogical approaches to teacher education.