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Unsere englischen Publikationen
prolog-Verlag
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utb
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ISSN: 1861-1303

IJAR 3-2021 | Free Contributions

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ISSN: 1861-1303

Inhalt

IJAR – International Journal of Action Research
3-2021: Free Contributions

Editorial

Pablo Costamagna / Eleonora Spinelli: Systematisation of experiences within the framework of the pedagogical approach towards territorial development: a contribution to action research from the Latin American tradition
Layla AlSaqer: A Creative Framework of Online Teaching of Public Relations Modules during the Covid-19 Pandemic: An Action Research Approach
Zainoriza Zainun / Mohd Syafiq Aiman Mat Noor: The implementation of a bakery sales project during the COVID-19 pandemic to improve the employability of Semai indigenous students
“Life as Action Research”. Interview with Richard Ennals by Miren Larrea and Danilo Streck

Download of Table of Contents / Inhaltsverzeichnis herunterladen
Extracts / Leseproben

 

Download of single articles (Open Access/fee-based): ijar.budrich-journals.com
You can register here for the IJAR alert.

Einzelbeitrag-Download (Open Access/Gebühr): ijar.budrich-journals.com
Sie können sich hier für den IJAR-Alert anmelden.

Zusätzliche Information

Verlag

ISSN

1861-1303

eISSN

1861-9916

Jahrgang

17. Jahrgang 2021

Ausgabe

3

Erscheinungsdatum

25.01.2022

Umfang

84

Sprache

Englisch

Format

17 x 24 cm

DOI

https://doi.org/10.3224/ijar.v17i3

Homepage

https://ijar.budrich-journals.com

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Schreibe die erste Bewertung für „IJAR 3-2021 | Free Contributions“

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Autor*innen

Schlagwörter

action research, Covid-19 pandemic, E-Learning, employability, indigenous students, media education, participatory communication, public relations, special education, systematisation, territorial development, vocational skills

Abstracts

Systematisation of experiences within the framework of the pedagogical approach towards territorial development: a contribution to action research from the Latin American tradition (Pablo Costamagna and Eleonora Spinelli)
This article attempts to link different approaches to action research by sharing a concept that holds an important place in the processes related to participatory action research in Latin America. Such a concept is systematisation. In Latin America, the framework of the systematisation of experiences indicates that it is a particular research method generated from popular education and social work, and that it shares its commitments regarding social transformation. Systematisation arises as a proposal that is based on and learns from accumulated experiences, along with new forms of participatory research and evaluation. Thus, one of the ever-present challenges is to define knowledge production methodologies appropriate to the way of thinking and acting of those who depart from practice, from action (Centro de Estudios para la Educación Popular CEPEP, 2010). Within this framework, the concept of systematisation and its challenges in the specific context of territorial development in Argentina are addressed in order to integrate new learning into action research debates, not only in Latin America, but also outside its boundaries. To this purpose, we rely on the lessons learned by a team from the Universidad Tecnológica Nacional (UTN) from Argentina based in Rafaela (Santa Fe, Argentina) working for the Instituto de Investigaciones Sociales Praxis. This team has been interacting with action research teams from the Basque Country (Spain) and the University of Agder (Norway), a space where the systematisation of experiences has emerged as a relevant and unknown methodological element in the aforementioned European contexts. Keywords: Systematisation; Action research; Territorial development; lessons learned
» Buy Single Contribution (Budrich Journals) / Einzelbeitrag kaufen (Budrich Journals)

A Creative Framework of Online Teaching of Public Relations Modules during the Covid-19 Pandemic: An Action Research Approach (Layla AlSaqer)
The education of public relations and media modules has been tied in the literature to the professionalism of these disciplines. The contribution of this paper is that it is the first paper that has used a reflective action research methodology to improve the on-line teaching of skill-oriented modules of public relations at the university-level in Bahrain during Covid-19. The instructor/researcher developed two action research cycles where she planned and implemented new teaching strategies based on the students’ needs, observed, evaluated, and reflected. The paper finds that action research has been useful in creating a collaborative relationship with the students, and helped to reflect on the e-learning process of public relations modules. The paper recommends the use of action research to improve new creative strategies of teaching other media and mass communication modules at the university-level during the Covid-19 pandemic. Moreover, the researcher invites future scholars to take the results of this research further, and use action research to improve creative educational methods that would improve high education in Bahrain after the Covid-19 pandemic. Key words: Public relations/media education; action research; e-learning; Covid-19 pandemic; participatory communication
» Buy Single Contribution (Budrich Journals) / Einzelbeitrag kaufen (Budrich Journals)

The implementation of a bakery sales project during the COVID-19 pandemic to improve the employability of Semai indigenous students (Zainoriza Zainun and Mohd Syafiq Aiman Mat Noor)
During the COVID-19 pandemic, the practitioner and author of this practice in action took the initiative to carry out a piece of action research, by running a bakery sales project with Semai indigenous students. She found that running this project online and remotely was less successful than anticipated, due to the lack of physical proximity and issues with internet connectivity. Thus, in this practice in action, the resulting action research is discussed qualitatively and narratively, asking the following question: how can the practitioner enhance her practice as a special education teacher of Specific Vocational Skills (Bread Making), to improve the employability of Semai indigenous students through a bakery sales project? The bakery sales project not only exposed students to the work environment, but also enabled the practitioner to improve her content knowledge and pedagogy, especially with regard to developing meaningful lessons during the COVID-19 pandemic. Keywords: Employability; vocational skills; special education; indigenous students
» Buy Single Contribution (Budrich Journals) / Einzelbeitrag kaufen (Budrich Journals)

Inhalt

Inhalt

IJAR – International Journal of Action Research
3-2021: Free Contributions

Editorial

Pablo Costamagna / Eleonora Spinelli: Systematisation of experiences within the framework of the pedagogical approach towards territorial development: a contribution to action research from the Latin American tradition
Layla AlSaqer: A Creative Framework of Online Teaching of Public Relations Modules during the Covid-19 Pandemic: An Action Research Approach
Zainoriza Zainun / Mohd Syafiq Aiman Mat Noor: The implementation of a bakery sales project during the COVID-19 pandemic to improve the employability of Semai indigenous students
“Life as Action Research”. Interview with Richard Ennals by Miren Larrea and Danilo Streck

Download of Table of Contents / Inhaltsverzeichnis herunterladen
Extracts / Leseproben

 

Download of single articles (Open Access/fee-based): ijar.budrich-journals.com
You can register here for the IJAR alert.

Einzelbeitrag-Download (Open Access/Gebühr): ijar.budrich-journals.com
Sie können sich hier für den IJAR-Alert anmelden.

Bibliografie

Zusätzliche Information

Verlag

ISSN

1861-1303

eISSN

1861-9916

Jahrgang

17. Jahrgang 2021

Ausgabe

3

Erscheinungsdatum

25.01.2022

Umfang

84

Sprache

Englisch

Format

17 x 24 cm

DOI

https://doi.org/10.3224/ijar.v17i3

Homepage

https://ijar.budrich-journals.com

Bewertungen (0)

Bewertungen

Es gibt noch keine Bewertungen.

Schreibe die erste Bewertung für „IJAR 3-2021 | Free Contributions“

Ihre E-Mail-Adresse wird nicht veröffentlicht

Autor*innen

Autor*innen

Schlagwörter

Pressestimmen

Abstracts

Abstracts

Systematisation of experiences within the framework of the pedagogical approach towards territorial development: a contribution to action research from the Latin American tradition (Pablo Costamagna and Eleonora Spinelli)
This article attempts to link different approaches to action research by sharing a concept that holds an important place in the processes related to participatory action research in Latin America. Such a concept is systematisation. In Latin America, the framework of the systematisation of experiences indicates that it is a particular research method generated from popular education and social work, and that it shares its commitments regarding social transformation. Systematisation arises as a proposal that is based on and learns from accumulated experiences, along with new forms of participatory research and evaluation. Thus, one of the ever-present challenges is to define knowledge production methodologies appropriate to the way of thinking and acting of those who depart from practice, from action (Centro de Estudios para la Educación Popular CEPEP, 2010). Within this framework, the concept of systematisation and its challenges in the specific context of territorial development in Argentina are addressed in order to integrate new learning into action research debates, not only in Latin America, but also outside its boundaries. To this purpose, we rely on the lessons learned by a team from the Universidad Tecnológica Nacional (UTN) from Argentina based in Rafaela (Santa Fe, Argentina) working for the Instituto de Investigaciones Sociales Praxis. This team has been interacting with action research teams from the Basque Country (Spain) and the University of Agder (Norway), a space where the systematisation of experiences has emerged as a relevant and unknown methodological element in the aforementioned European contexts. Keywords: Systematisation; Action research; Territorial development; lessons learned
» Buy Single Contribution (Budrich Journals) / Einzelbeitrag kaufen (Budrich Journals)

A Creative Framework of Online Teaching of Public Relations Modules during the Covid-19 Pandemic: An Action Research Approach (Layla AlSaqer)
The education of public relations and media modules has been tied in the literature to the professionalism of these disciplines. The contribution of this paper is that it is the first paper that has used a reflective action research methodology to improve the on-line teaching of skill-oriented modules of public relations at the university-level in Bahrain during Covid-19. The instructor/researcher developed two action research cycles where she planned and implemented new teaching strategies based on the students’ needs, observed, evaluated, and reflected. The paper finds that action research has been useful in creating a collaborative relationship with the students, and helped to reflect on the e-learning process of public relations modules. The paper recommends the use of action research to improve new creative strategies of teaching other media and mass communication modules at the university-level during the Covid-19 pandemic. Moreover, the researcher invites future scholars to take the results of this research further, and use action research to improve creative educational methods that would improve high education in Bahrain after the Covid-19 pandemic. Key words: Public relations/media education; action research; e-learning; Covid-19 pandemic; participatory communication
» Buy Single Contribution (Budrich Journals) / Einzelbeitrag kaufen (Budrich Journals)

The implementation of a bakery sales project during the COVID-19 pandemic to improve the employability of Semai indigenous students (Zainoriza Zainun and Mohd Syafiq Aiman Mat Noor)
During the COVID-19 pandemic, the practitioner and author of this practice in action took the initiative to carry out a piece of action research, by running a bakery sales project with Semai indigenous students. She found that running this project online and remotely was less successful than anticipated, due to the lack of physical proximity and issues with internet connectivity. Thus, in this practice in action, the resulting action research is discussed qualitatively and narratively, asking the following question: how can the practitioner enhance her practice as a special education teacher of Specific Vocational Skills (Bread Making), to improve the employability of Semai indigenous students through a bakery sales project? The bakery sales project not only exposed students to the work environment, but also enabled the practitioner to improve her content knowledge and pedagogy, especially with regard to developing meaningful lessons during the COVID-19 pandemic. Keywords: Employability; vocational skills; special education; indigenous students
» Buy Single Contribution (Budrich Journals) / Einzelbeitrag kaufen (Budrich Journals)

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