Skip to main content
SpringerLink
Log in

Challenges and Advantages of Collaborative Action Research in Preschools

  • Chapter
  • First Online:
Values Education in Early Childhood Settings

Abstract

Action research is an umbrella term used for research conducted with and by practitioners. In the Nordic study on values education in preschools, collaborative action research was the main methodology, with preschool educators and university researchers collaborating closely. In collaborative action research, two communities with different aims and demands meet: a scientific community and a practice community. Such research can thus be understood to involve two joint learning cycles that together create a process of change. In a school–university partnership, both parties benefit from the collaboration. It is suggested that from the collaboration of researchers and practitioners, a third space can emerge when a successful partnership is achieved. The aim of this chapter is to address the advantages and challenges faced in one Icelandic preschool during a collaborative action research on values education. Collaborative action research has been found to be a powerful mode for educators’ professional development and a means to improve the quality of teacher education. The findings show advantages for professional development, improvement of practice, and children’s learning and well-being. The main challenges the preschool teachers faced were how to find time for the action research, uncertainty concerning the process of action research and values education, and how to influence the whole preschool. Collaboration with the external researcher and colleagues was seen as a crucial factor in making the project successful.

This is a preview of subscription content, log in via an institution to check access.

Access this chapter

Log in via an institution
eBook
USD 16.99
Price excludes VAT (USA)
  • Available as EPUB and PDF
  • Read on any device
  • Instant download
  • Own it forever
Softcover Book
USD 109.99
Price excludes VAT (USA)
  • Compact, lightweight edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info
Hardcover Book
USD 159.99
Price excludes VAT (USA)
  • Durable hardcover edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info

Tax calculation will be finalised at checkout

Purchases are for personal use only

Institutional subscriptions

Similar content being viewed by others

References

  • Adelman, C. (1993). Kurt Lewin and the origins of action research. Educational Action Research, 1(1), 7–24.

    Article  Google Scholar 

  • Ado, K. (2013). Action research: Professional development to help support and retain early career teachers. Educational Action Research, 21(2), 131–146.

    Article  Google Scholar 

  • Ainscow, M., Booth, T., & Dyson, A. (2004). Understanding and developing inclusive practices in schools: A collaborative action research network. International Journal of Inclusive Education, 8(2), 125–139.

    Article  Google Scholar 

  • Angelides, P., Georgiou, R., & Kyriakou, K. (2008). The implementation of a collaborative action research programme for developing inclusive practices: Social learning in small internal networks. Educational Action Research, 16(4), 557–568.

    Article  Google Scholar 

  • Araújo, S. B. (2012). Researching change: A praxeoloical case study on toddlers’ educational contexts. European Early Childhood Education Research Journal, 20(4), 505–517.

    Article  Google Scholar 

  • Arhar, J., Niesz, T., Brossmann, J., Koebley, S., O’Brien, K., Loe, D., & Black, F. (2013). Creating a ‘third space’ in the context of a university-school partnership: Supporting teacher action research and the research preparation of doctoral students. Educational Action Research, 21(2), 218–236.

    Article  Google Scholar 

  • Banegas, D., Pavese, A., Velázquez, A., & Vélez, S. M. (2013). Teacher professional development through collaborative action research: Impact on foreign English-language teaching and learning. Educational Action Research, 21(2), 185–201.

    Article  Google Scholar 

  • Bello, E. E. (2006). Initiating a collaborative action research project: From choosing a school to planning the work on an issue. Educational Action Research, 14(1), 3–21.

    Article  Google Scholar 

  • Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3, 77–101.

    Article  Google Scholar 

  • Bruce, C. D., Flynn, T., & Stagg-Peterson, S. (2011). Examining what we mean by collaborative action research: A cross-case analysis. Educational Action Research, 19(4), 433–452.

    Article  Google Scholar 

  • Catelli, L., Padovano, K., & Costello, J. (2000). Action research in the context of a school-university partnership: Its value, problems, issues and benefits. Educational Action Research, 8(2), 225–242.

    Article  Google Scholar 

  • Curry, M. W. (2012). In pursuit of reciprocity: Researchers, teachers, and school reformers engaged in collaborative analysis of video records. Theory into Practice, 51, 91–98.

    Article  Google Scholar 

  • Dick, B. (2009). Action research literature 2006–2008. Themes and trends. Action Research, 7(4), 423–441.

    Article  Google Scholar 

  • Eiðsdóttir, H. (2013). “Það er svo mikilvægt að tala saman og læra af öðrum” [“It is so important to discuss and learn from others”]. In J. Einarsdottir & B. Garðarsdóttir (Eds.), Á sömu leið [On the same path] (pp. 151–156). Reykjavík: Rannung and Háskólaútgáfan [Centre for Research in Early Childhood Education and University of Iceland Press].

    Google Scholar 

  • Einarsdottir, J. (2013). Rannsóknir sem breytingaafl í skólastarfi [Research for changes in school practice]. In J. Einarsdottir & B. Garðarsdóttir (Eds.), Á sömu leið [On the same path] (pp. 25–35). Reykjavík: Rannung and Háskólaútgáfan [Centre for Research in Early Childhood Education and University of Iceland Press].

    Google Scholar 

  • Einarsdottir, J. (2014). Play and literacy: A collaborative action research project in preschool. Scandinavian Journal of Educational Research, 58(1), 93–109.

    Article  Google Scholar 

  • Einarsdottir, J. (2016). Starfendarannsóknin Leikum, lærum, lifum [The action research play, learn, live]. In K. Karlsdóttir & A. M. Hreinsdóttir (Eds.), Leikum, lærum, lifum. Námssvið leikskóla og grunnþættir menntunar [Play, learn, live. The preschool learning areas and the fundamental pillars of education] (pp. 11–30). Reykjavík: Rannung and Háskólaútgáfan [Centre for Research in Early Childhood Education and University of Iceland Press].

    Google Scholar 

  • Gibbs, P., Cartney, P., Wilkinson, K., Parkinson, J., Cunningham, S., James-Reynolds, C., et al. (2016). Literature review on the use of action research in higher education. Educational Action Research, 25(1), 3–22.

    Article  Google Scholar 

  • Gillberg, C. (2011). A narrative of an action research study in preschool: Choice points and their implications for professional and organizational development. Educational Action Research, 19(2), 137–152.

    Article  Google Scholar 

  • Goodnough, K. (2010). The role of action research in transforming teacher identity: Modes of belonging and ecological perspectives. Educational Action Research, 18(2), 167–182.

    Article  Google Scholar 

  • Gordon, S. P. (2008). The power of collaborative action research. In S. P. Gordon (Ed.), Collaborative action research: Developing professional learning communities (pp. 1–12). New York: Teachers College Press.

    Google Scholar 

  • Guðjónsdóttir, H. (2011). Rýnt í vinnubrögð starfendarannsókna. Ólíkar leiðir við gagnaöflun [Reflection on practice of action research. Different ways to gather data]. Ráðstefnurit Netlu – Menntakvika 2011 [Netla’s conference issues – Menntakvika 2011]. Available from http://netla.hi.is/menntakvika2011/010.pdf

  • Guðjónsson, H. (2011). Kennarinn sem rannsakandi [The teacher as a researcher]. Ráðstefnurit Netlu – Menntakvika 2011 [Netla’s conference issues – Menntakvika 2011]. Available from http://netla.hi.is/menntakvika2011/011.pdf

  • Jónsson, Í. R. (2008). “Að virkja sjálfstæða hugsun nemenda”. Sálfræðikennari rýnir í sjálfan sig [“To enable students’ independent thinking”. Psychology teacher examines himself]. Netla – Veftíamrit um uppeldi og menntun [Netla – Online Journal on Pedagogy and Education]. Available from http://netla.hi.is/greinar/2008/008/index.htm

  • Juutinen, J., & Viljamaa, E. (2016). A narrative inquiry about values in a Finnish preschool: The case of traffic lights. International Journal of Early Childhood, 48(2), 193–207.

    Article  Google Scholar 

  • Kemmis, S. (2010). What is to be done? The place of action research. Educational Action Research, 18(4), 417–427.

    Article  Google Scholar 

  • Kemmis, S., McTaggart, R., & Nixon, R. (Eds.). (2014). The action research planner. Singapore, Singapore: Springer.

    Google Scholar 

  • Koshy, V. (2010). Action research for improving educational practice: A step by step guide (2nd ed.). London: Sage.

    Google Scholar 

  • Locke, T., Alcorn, N., & O’Neill, J. (2013). Ethical issues in collaborative action research. Educational Action Research, 21(1), 107–123.

    Article  Google Scholar 

  • MacNaughton, G., & Hughes, P. (2009). Doing action research in early childhood studies. A step by step guide. Berkshire, UK: Open University Press.

    Google Scholar 

  • McNiff, J. (2010). Action research for professional development. Concise advice for new (and experienced) action researchers. Dorset, UK: September Books.

    Google Scholar 

  • McNiff, J. (2013). Action research: Principles and practice (3rd ed.). London: Routledge.

    Google Scholar 

  • Mills, G. E. (2007). Action research. A guide for the teacher researcher (3rd ed.). Upper Saddle River: Pearson.

    Google Scholar 

  • NG, S. S. N., & Chan, E. Y. M. (2012). School–University partnership: Challenges and visions in the new decade. Global Studies of Childhood, 2(1), 38–56.

    Article  Google Scholar 

  • Norðdahl, K., & Eiðsdóttir, H. (2013). Að nota útiumhverfi til að mynda samfellu í námi barna [Outdoor environment used to form continuity in children’s education]. In J. Einarsdottir & B. Garðarsdóttir (Eds.), Á sömu leið [On the same path] (pp. 165–172). Reykjavík: Rannung and Háskólaútgáfan [Centre for Research in Early Childhood Education and University of Iceland Press].

    Google Scholar 

  • Postholm, M. B. (2009). Research and development work: Developing teachers as researchers or just teachers? Educational Action Research, 17(4), 551–565.

    Article  Google Scholar 

  • Rönnerman, K., & Salo, P. (2011). ‘Collaborative and action research’, within education. A Nordic perspective. Nordic Studies in Education, 32, 1–16.

    Google Scholar 

  • Sandberg, F., & Wallo, A. (2013). The interactive researcher as a virtual participant: A Habermasian interpretation. Action research, 11(2), 194–212.

    Article  Google Scholar 

  • Sigurdadottir, I. Ó. (2013). “Ég er orðin meðvitaðri um leikinn sem kennslutæki” [“I am more aware of the play as a tool to teach”]. In J. Einarsdottir & B. Garðarsdóttir (Eds.), Á sömu leið [On the same path] (pp. 151–164). Reykjavík: Rannung and Háskólaútgáfan [Centre for Research in Early Childhood Education and University of Iceland Press].

    Google Scholar 

  • Sigurdadottir, I., & Einarsdottir, J. (2016). An action research study in an Icelandic preschool: Developing consensus about values and values education. International Journal of Early Childhood, 48(2), 161–177.

    Article  Google Scholar 

  • Þorgeirsdóttir, H. (2016). Investigating the use of action research and activity theory to promote the professional development of teachers in Iceland (Doctoral dissertation). University of Iceland, Reykjavík and University of Exeter, Exeter.

    Google Scholar 

  • Thornberg, R. (2016). Values education in Nordic preschools: A commentary. International Journal of Early Childhood, 48(2), 241–257.

    Article  Google Scholar 

  • Values Education in Nordic Preschools. (n.d.). Homepage. Available from http://www.uis.no/research-and-phd-studies/research-areas/school-and-learning/values-education-in-nordic-preschools/

  • Walton, J. (2011). A collaborative inquiry: ‘How do we improve our practice with children?’. Educational Action Research, 19(3), 297–311.

    Article  Google Scholar 

  • Webb, L. A., & Scoular, T. (2013). Reflection on reflection on reflection: Collaboration in action research. Educational Action Research, 19(4), 469–487.

    Article  Google Scholar 

  • Zeni, J. (2009). Ethics and the ‘personal’ in action research. In S. E. Noffke & B. Someke (Eds.), The SAGE handbook of educational action research (pp. 254–266). London: Sage.

    Chapter  Google Scholar 

Download references

Acknowledgments

The study was funded by NordForsk as part of the project Values Education in Nordic Preschools: Basis of education for tomorrow, no. 53581. In addition, this study was funded by the City of Reykjavík and the University of Iceland, School of Education.

Author information

Authors and Affiliations

  1. School of Education, University of Iceland, Reykjavík, Iceland

    Ingibjorg Sigurdadottir & Johanna Einarsdottir

Authors
  1. Ingibjorg Sigurdadottir
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Johanna Einarsdottir
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Ingibjorg Sigurdadottir .

Editor information

Editors and Affiliations

  1. Faculty of Arts and Education, University of Stavanger, Stavanger, Norway

    Eva Johansson

  2. School of Education, Linnaeus University, Kalmar, Sweden

    Anette Emilson

  3. Faculty of Education, University of Oulu, Oulu, Finland

    Anna-Maija Puroila

Rights and permissions

Reprints and permissions

Copyright information

© 2018 Springer International Publishing AG, part of Springer Nature

About this chapter

Check for updates. Verify currency and authenticity via CrossMark

Cite this chapter

Sigurdadottir, I., Einarsdottir, J. (2018). Challenges and Advantages of Collaborative Action Research in Preschools. In: Johansson, E., Emilson, A., Puroila, AM. (eds) Values Education in Early Childhood Settings. International Perspectives on Early Childhood Education and Development, vol 23. Springer, Cham. https://doi.org/10.1007/978-3-319-75559-5_7

Download citation

  • DOI: https://doi.org/10.1007/978-3-319-75559-5_7

  • Published:

  • Publisher Name: Springer, Cham

  • Print ISBN: 978-3-319-75558-8

  • Online ISBN: 978-3-319-75559-5

  • eBook Packages: EducationEducation (R0)

Publish with us

Policies and ethics

Search

Navigation