As hoped for and promised, though a bit tardy. As you read each article, please keep these questions as a guide:
Max van Manen, "Beyond assumptions"
- Why does van Manen begin his paper with the claim that there are no agreed upon techniques and procedures for action research?
- van Manen seeks "a more self-reflective human science-oriented form of action research while restoring the pedagogical quality of our relation to children." What does this imply about the forms of research typically undertaken by teachers? Why would he want it to change?
- What impact does his claim that "theory enlightens practice after the action has occurred" have on self-reflection?
- What are "meaning questions," in contrast to improving pedagogy or problem-solving in classrooms?
- How might you investigate a teacher's "pedagogical thoughtfulness and pedagogical tact"?
- What might van Manen mean by "the way we make thoughtful sense of the meaning the child's experience has for the child as well as for our adult view"?
- What are the implications for data collection if "the most captivating stories exactly those that help us to understand better what is most common, most taken-for-granted, and what concerns us most ordinarily and directly in our tactful pedagogical interactions with children "?
- How are we to understand our decision-making and teaching practice if we are "not completely transparent to ourselves"?
- How can the research process enable you to find your "pedagogical nature"?
- How does Schön argue for indeterminacy in professional practice? Why does he do so?
- How does "technical rationality" contrast with "reflection-in-action"?
- What steps would you take to answer the question “what it is it that we do when we do what we do"?
- What kind of method and rigor is required for "reflection on reflection-in-action"?
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