Porovnat metody

	Kritický pedagogický akční výzkum	Akční výzkum ve vzdělávání
Obor	Terénní metody	Terénní metody
Rodina	Process / pipeline	Process / pipeline
Rok vzniku	1986	1940s (Lewin); educational context developed 1970s–1980s
Tvůrce	Wilfred Carr & Stephen Kemmis	Kurt Lewin (action research foundations); Lawrence Stenhouse and John Elliott (educational adaptation)
Typ	Qualitative participatory research design	Participatory qualitative research design
Původní zdroj	Carr, W., & Kemmis, S. (1986). Becoming Critical: Education, Knowledge and Action Research. Falmer Press. ISBN: 978-1850000235	Elliott, J. (1991). Action Research for Educational Change. Open University Press. ISBN: 978-0335096190
Další názvy	critical-emancipatory action research, CEAR, critical participatory action research in education, emancipatory educational inquiry	EAR, practitioner research, teacher action research, classroom action research
Příbuzné	4	6
Shrnutí	Critical educational action research is a cyclical, participatory research design in which educators collaboratively examine and transform their own practice through iterative cycles of planning, action, observation, and critical reflection. Grounded in critical theory, it goes beyond improving techniques to questioning the social, institutional, and ideological conditions that shape educational practice, aiming at emancipation from unjust or oppressive structures.	Educational action research is a cyclical, practitioner-led inquiry method in which educators systematically investigate a problem or opportunity in their own classroom or school, implement a change, observe its effects, and reflect on findings to guide the next cycle. Rooted in Kurt Lewin's action research framework and developed for educational contexts by Lawrence Stenhouse and John Elliott, it bridges the gap between educational theory and classroom practice by making teachers agents of rigorous inquiry.