An Action Research Inquiry: facilitating early childhood studies undergraduate researcher development through Group Supervision

Article


Robson, J. 2021. An Action Research Inquiry: facilitating early childhood studies undergraduate researcher development through Group Supervision. Educational Action Research. https://doi.org/10.1080/09650792.2021.1872395
AuthorsRobson, J.
Abstract

This paper reports an Action Research Inquiry that aimed to develop research supervision as a learning strategy, in order to facilitate early childhood undergraduates’ completion of a primary research project and dissertation in the final year of their degree programme. Researchers in this context are conceptualised as a community of practice where there is a common goal for undergraduates to become researchers. In this community, supervision accompanies students along their research project; it provides opportunities for learning for the supervisor and the student. Communities of Practice are spaces for social learning. The objectives of introducing supervision as a group social practice were to provide a space to develop researcher identity, apply research skills and make sense of the experience of research. Group Supervision represented a shift in teaching and learning practice. Action Research was applied as a research method. Such an approach placed emphasis on the participation and collaboration of lecturers in a strategy for changing practice. The research was conducted in a University in the United Kingdom. One cycle of action research was completed. Findings from the study suggest Group Supervision is valued and understood, by lecturers and students, as a social learning process.

JournalEducational Action Research
ISSN0965-0792
Year2021
PublisherTaylor & Francis (Routledge)
Accepted author manuscript
License
File Access Level
Anyone
Digital Object Identifier (DOI)https://doi.org/10.1080/09650792.2021.1872395
Publication dates
Online11 Jan 2021
Publication process dates
Accepted17 Dec 2020
Deposited14 Jan 2021
Copyright holder© 2021 Educational Action Research
Additional information

This is an Accepted Manuscript of an article published by Taylor & Francis in Educational Action Research on 11/01/2021, available online: http://www.tandfonline.com/10.1080/09650792.2021.1872395.

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