Abstract
This chapter analyzes the role of theory in action research from the perspective that practitioner-researchers are knowledge-creators with the capacity to generate valid explanations of their educational influences in their own learning, in the learning of others, and in the learning of the social formations that influence ideas and practice. Action researchers improve practice and generate knowledge with insights drawn from a range of theories from different disciplines. The notion of a living-theory , as an individual’s explanation of their educational influences in learning, avoids the duality of practice-theory relationships. The issues and challenges in this approach include responses to questions about objectivity, validity, rigor, and generalizability in living-theory accounts from across Europe, the USA, Canada, South Africa, China, Japan, and Malaysia.
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My thanks to Margaret Riel for her helpful responses to drafts of this chapter.
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Whitehead, J. (2017). Practice and Theory in Action Research: Living-Theories as Frameworks for Action. In: Rowell, L., Bruce, C., Shosh, J., Riel, M. (eds) The Palgrave International Handbook of Action Research. Palgrave Macmillan, New York. https://doi.org/10.1057/978-1-137-40523-4_24
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DOI: https://doi.org/10.1057/978-1-137-40523-4_24
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