Exploring trans-generational and trans-institutional learning: educational action research possibilities in a virtual environment

ABSTRACT

Building on Woolf’s (2020. “Exploring Pedagogies to Elevate Inquiry: Teaching Action Research in the Third Space.” Educational Action Research 28 (4): 579–596) conceptions of `third space theory’ this article describes how, in order to find continuity between theory and practice, the convenors of a network for educational action researchers created a `third space’ to support knowledge creation in a trans-generational and trans-institutional community. Our approach to third space theory draws on Woolf’s work which describes 1) perceived space 2) conceived space and 3) lived space. The article demonstrates a new understanding of third space theory as we seek to support professional knowledge creation amongst teachers and teacher educators. Key issues and challenges in the establishment of a values-based educational action research network and its move to an online setting are introduced. We explain the generation of a living educational theory from the research community, which was convened by the authors. We have created both a face-to-face and an online professional development community of action researchers. The original contribution of this paper is the creation of an open and shared learning community to support action research practitioners in their processes of accessing, collaborating in and undertaking research. The significance of our paper is in the emergence of socially constructed knowledge in a fluid and flexible space that is underpinned by our lived values of inclusion and respect.

KEYWORDS:

• Living theory
• action research
• third space theory
• network

Disclosure statement

No potential conflict of interest was reported by the author(s).

Ethical considerations

This research has been undertaken in an ethical manner. Ethical approval was gained by NUI Galway, REC reference number 2020.12.005.

Additional information

Notes on contributors

Bernie Sullivan

Bernie Sullivan PhD is a practitioner researcher who is currently engaged in postgraduate programmes for UL and NUIM. She is co-author of a number of books on educational research, co-convenor of NEARI and a reviewer for EJOLTS.

Caitriona McDonagh

Caitriona McDonagh PhD is an educational consultant and has extensive experience in research on practice as a teacher, researcher and teacher educator. Currently, she works with UL and NUIM. Co-author of Enhancing Practice through Classroom Research: A Teachers' Guide to Professional Development (2020).

Cornelia Connolly

Cornelia Connolly PhD is a Lecturer at the School of Education, NUI Galway. Her teaching and research interests centre principally on STEM education and design research.

Máirín Glenn

Máirín Glenn formerly a Primary School principal, now works on postgraduate teacher education programmes. She is a co-convener of NEARI and the VPAR SIG with ESAI. Máirín is passionate about self-study action research and living theory. She has co-authored four books on the topic including Learning Communities in Educational Partnerships: Action Research as Transformation (2017).

Mary Roche

Mary Roche PhD lectured in teacher education, both primary and post-primary, and is now a tutor in the School of Education, UCC. An education consultant and school adviser, she is a co-convenor of Network Educational Action Research Ireland (NEARI) and co-author of several books on action research.