Utilizing the Theory of Practice Architectures in research on mentoring and professional development
A self-study approach
DOI:
https://doi.org/10.15845/ntvp.v10i2.4402Emneord (Nøkkelord):
Educational Research, Mentoring Research, Professional Development, Self-Study Research Design, Theory of Practice ArchitecturesSammendrag
Å forske på veiledning og profesjonell utvikling er krevende praksis. Ved å ta i bruk Self-Study Research Design, vil vi med dette bidraget sette søkelys på utfordringer knyttet til slike prosesser. Mer spesifikt undersøker vi utfordringer knyttet til bruk av teorien om praksisarkitekturer i vår egen forskningspraksis. Hensikten med bruk av teorien om praksisarkitektur er å bidra til forståelse av komplekse praksiser ved å fokusere på hva praksiser består av og samspillet mellom praksiser og strukturene som omgir dem. Funnene som presenteres her utforsker utfordringer relatert til anvendelse av teorien i møte med forskningspraksis. Ved å benytte Self-Study Research Design (LaBoskey, 2004; Pithouse-Morgan, 2022; Vanassche & Kelchtermans, 2015) som en tilnærming undersøkes utfordringer knyttet til bruk av teorien om praksisarkitekturer (Kemmis et al., 2013). Studiens funn om opplevde utfordringer og implikasjoner for bruk av teorien om prakisisarkitektur, blir i artikkelen belyst og drøftet.
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Opphavsrett 2025 Eli Lejonberg, Hilde Marie Madsø Jacobsen, Tove Seiness Hunskaar, Ingrid Elna Elden, Beverley Goldshaft, Ela Sjølie
Dette verket er lisensiert under Creative Commons Attribution 4.0 International License.
