Porovnat metody
Prohlédněte si vybrané metody vedle sebe; řádky, které se liší, jsou zvýrazněny.
| Akční výzkum× | Pozorování výuky× | |
|---|---|---|
| Obor≠ | Kvalitativní výzkum | Terénní metody |
| Rodina | Process / pipeline | Process / pipeline |
| Rok vzniku≠ | 1946 | 1960s (Flanders Interaction Analysis); refined through 1990s–2000s |
| Tvůrce≠ | Kurt Lewin; expanded by Kemmis, McTaggart, Reason & Bradbury | Ned Flanders (systematic interaction analysis); Robert Pianta et al. (CLASS system) |
| Typ≠ | Method | Qualitative and quantitative observational research |
| Původní zdroj≠ | Lewin, K. (1946). Action research and minority problems. Journal of Social Issues, 2(4), 34–46. DOI ↗ | Flanders, N. A. (1970). Analyzing Teaching Behavior. Addison-Wesley. link ↗ |
| Další názvy≠ | Participatory Action Research, PAR, Collaborative Inquiry | classroom observation research, structured classroom observation, instructional observation, lesson observation |
| Příbuzné≠ | 1 | 6 |
| Shrnutí≠ | Action research is a collaborative research methodology in which researchers work with practitioners and community members to investigate a problem, implement change, and evaluate outcomes, cycling through reflection, action, and learning. Developed by Kurt Lewin (1946), action research bridges research and practice, aiming simultaneously to produce knowledge and practical improvement. | Classroom observation is a field research method in which a trained observer systematically watches, documents, and analyzes teaching and learning events as they occur in a real classroom setting. It can be structured (using a predefined coding instrument such as Flanders Interaction Analysis or CLASS), semi-structured, or open-ended (ethnographic notes), and is used across educational research, teacher professional development, school evaluation, and curriculum studies to generate ecologically valid evidence about instructional practice. |
| ScholarGateDatová sada ↗ |
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