Abstract
The article describes the characteristics of educational action research on the basis of its development in three Nordic countries, namely Sweden, Norway and Finland. The characterisation begins with a reflection on the Anglo-Saxon variants of action research within education. Thereafter follows a democratic and participatory conceptualisation of action research identified through a description of its formation within working life practices. This conceptualisation is traced back and interpreted in terms of bildning, collective pedagogical practices within folkbildning and in relation to pedagogik as a basis for teachers’ professional knowledge base. The characteristics of educational action research are encapsulated as action research for being.
| Original language | English |
|---|---|
| Pages (from-to) | 78-93 |
| Number of pages | 15 |
| Journal | Nordic Studies in Education / Nordisk Pedagogik |
| Volume | 43 |
| Issue number | 1 |
| DOIs | |
| Publication status | Published - 2023 |
| MoE publication type | A1 Journal article-refereed |