Researcher Syntheses
Content
Research Article: Synthesisability and optimising exploratory action research for continuing professional development
Continuing Professional Development through Action Research has long been linked to Teacher Autonomy ( i.e., Kennedy, 2005). This new Open Access article by Thomas Stringer explores a new idea of research quality – ‘synthesisability’. How can teachers grow their practice through Exploratory Action Research AND ready their work for inclusion in a research synthesis (study combining research findings)?
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Abstract
Teachers need to engage in effective professional learning, and Exploratory Action Research (EAR) supports Continuing Professional Development (CPD) in building teachers’ knowledge and skills, even in low-resourced environments. This paper first explores mentored EAR for CPD, its affordances, and challenges. Asking EAR to serve too many functions can frustrate efforts if teachers view research as taxing, or academics undervalue teachers’ outputs. One way of optimising CPD is to shift the focus onto particular concepts of research quality to help teachers and academics develop professionally. This paper next conceptually examines the conjunction of EAR with Qualitative Research Synthesis (QRS), a secondary research method that synthesises and offers new perspectives on aggregated qualitative research outputs. A critical exploration of a published study applying QRS methods in a related field, Technology-Mediated Task Based Language Teaching, is given. The analysis suggests that a novel research orientation be adopted- that of ‘synthesisability’. The contribution to the field is amelioration of the researcher-practitioner relationship, and the pedagogical implications are that teachers can show the thoroughness and value of their impactful work.
Stringer, T. (2024). Synthesisability and optimising exploratory action research for continuing professional development. Educational Action Research, 1–18. https://doi.org/10.1080/09650792.2024.2362706
Research Protocol: A protocol for a qualitative synthesis of practitioner research of language learner autonomy in Japan
This qualitative synthesis of research will focus on practitioner research of language learner autonomy published in either English or Japanese language, with a view to understanding its conceptualisation, operationalisation, and evaluation:
Stringer, T., & Jordan, E. (2023). A protocol for a qualitative synthesis of practitioner research of language learner autonomy in Japan. (IDESR000105 ed.) (pp. 1-8). International Database of Education Systematic Reviews. https://idesr.org/article/IDESR000105