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THE NATURE OF PARTICIPATORY ACTION RESEARCH","","K-12教师在名为Science Across the Curriculum的参与式行动研究（PAR）项目中的经历与看法被系统梳理，重点呈现两位项目参与者的经验与专业学习，同时也记录所有参与者在理解并实施行动研究过程中遭遇的共同挑战。研究提出行动研究中的“混乱”与“不确定性”并非偏差，而是其固有且必要的组成部分，并应被清晰表述，以支持参与者与引导者开展与促进PAR。",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/dealing-with-messiness-and-uncertainty-in-practitioner-research-the-nature-of-participatory-action-research/597308/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/dealing-with-messiness-and-uncertainty-in-practitioner-research-the-nature-of-participatory-action-research/597308.png","ImageObject",300,407,{"name":92,"@type":93},"Blue Pony","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":29},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"研究聚焦的参与者是谁？","Question",{"text":112,"@type":113},"研究主要聚焦两位初中教师Ada与Tanya，她们参与同一个持续的参与式行动研究项目Science Across the Curriculum，同时也参考了其他教师在三年期间的挑战经历。","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"教师在参与PAR时主要会遇到哪些挑战？",{"text":117,"@type":113},"研究关注教师在首次参与PAR时会遭遇的多种挑战，并概括了他们在概念化与实施行动研究过程中面临的困难类型。",{"name":119,"@type":110,"acceptedAnswer":120},"作者如何看待行动研究中的“混乱与不确定性”？",{"text":121,"@type":113},"作者认为“混乱与不确定性”是行动研究固有且必要的元素，需要被明确呈现，从而帮助参与PAR并承担促进工作的人员受益。","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},597308,1792391386,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":29,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},962090760266,"https://ap-avatar.wpscdn.com/davatar_276721f389ce27ea32af1340a28f341c","DEALING WITH MESSINESS AND UNCERTAINTY IN PRACTITIONER RESEARCH:  \nTHE NATURE OF PARTICIPATORY ACTION  \nRESEARCH  \nKaren Goodnough Memorial University of Newfoundland  \nThis article reports on the experiences and perceptions of K‐12 teachers as they engaged in a participatory action research (PAR) project, Science Across the Curriculum. Although the experiences and professional learning of two of the project participants are highlighted, the challenges that all participants experienced as they conceptual‐ ized and implemented action research are also reported. The author concludes that messiness and uncertainty are inherent and necessary elements of action research and that these elements need to be explicit for the benefit of those who engage in and facilitate PAR.  \nKey words: science education, teacher development, teacher inquiry  \nCet article présente les expériences et les perceptions d’enseignants de la maternelleau secondaire qui ont pris part à une recherche‐action participative (RAP), Science Across the Curriculum. Ce sont surtout les expériences et l’apprentissage professionnel de deux des participants qui sont mis en lumière, mais l’article fait également état des défis auxquels ont fait face tous les participants dans la conceptualisation et la mise en œuvre de la recherche‐action. L’auteure conclut que la désorganisation et l’incertitude sont des éléments intrinsèques de la recherche‐action et que ces éléments doivent être explicites pour le plus grand bien des personnes qui participent et animent une RAP.  \nMots clés : recherche‐action participative, perfectionnement des enseignants, recherche sur les enseignants  \n_______________________  \nCANADIAN JOURNAL OF EDUCATION 31, 2 (2008): 431‐458  \nIn this article, I focus primarily on the experiences of two middle‐schoolteachers, Ada and Tanya, who were members of an ongoing partici‐ patory action research (PAR) project, Science Across the Curriculum.1 Their experiences highlight the myriad challenges that teacher researchers encounter when they engage in PAR for the first time. As well, I have reported challenges experienced by other teachers who participated in this project over a three‐year period. The following research questions guided this study: What types of challenges do teachers experience as they engage in PAR? and What are teachers’ perceptions of PAR as a strategy for fostering teacher development?  \nTHE THEORY AND PRACTICE OF ACTION RESEARCH  \nIn many educational contexts, researchers (Calhoun, 1994; Carson & Sumara, 1997; McKernan, 1996; Sagor, 1992) promote action research to foster teacher development and educational change. However, these re‐ searchers conceptualize and implement action research in a variety of ways. For example, Noffke (1997) describes the personal, professional, and political purposes of action research. Calhoun (1994) describes three types of action research: individual, collaborative, and school‐wide. Rearick and Feldman (1999) offer a more elaborate framework for con‐ ceptualizing action research based on three dimensions: theoretical orientation (technical, practical, and emancipatory), purposes of the research (professional, personal, and political), and types of reflection (autobiographical, collaborative, and communal) . Maruyama (1996) dis‐ tinguishes between “practitioner‐centred” and “Lewinian” action re‐ search, with the former focused on the role of the practitioner and the latter primarily concerned with the generation of knowledge about teaching and learning. Despite the variations in conceptions and pur‐ poses, action research usually involves a social practice that can potent‐ ially be improved – systematic inquiry into practice through cycles of planning, acting, observing, and reflecting; and direct involvement of those responsible for the practice (Grundy, 1982) .  \nTillotson (2000) views action research as a possible solution to the problem of research failing to inform classroom practice and effect posi‐ tive","cbCaicUeQBb03uwR","https://ap.wps.com/l/cbCaicUeQBb03uwR","pdf",311744,28,"English","# Research questions and participants\n# The theory and practice of action research\n## Action research purposes and classifications\n## Action research in teacher education and science education\n## Action research for teaching practices and student learning","[{\"question\":\"研究聚焦的参与者是谁？\",\"answer\":\"研究主要聚焦两位初中教师Ada与Tanya，她们参与同一个持续的参与式行动研究项目Science Across the Curriculum，同时也参考了其他教师在三年期间的挑战经历。\"},{\"question\":\"教师在参与PAR时主要会遇到哪些挑战？\",\"answer\":\"研究关注教师在首次参与PAR时会遭遇的多种挑战，并概括了他们在概念化与实施行动研究过程中面临的困难类型。\"},{\"question\":\"作者如何看待行动研究中的“混乱与不确定性”？\",\"answer\":\"作者认为“混乱与不确定性”是行动研究固有且必要的元素，需要被明确呈现，从而帮助参与PAR并承担促进工作的人员受益。\"}]","DEALING WITH MESSINESS AND UNCERTAINTY IN PRACTITIONER RESEARCH - THE NATURE OF PARTICIPATORY ACTION RESEARCH | PDF",1792084783,71]