Porovnat metody
Prohlédněte si vybrané metody vedle sebe; řádky, které se liší, jsou zvýrazněny.
| Digitální akční výzkum ve vzdělávání× | Lesson study× | |
|---|---|---|
| Obor | Terénní metody | Terénní metody |
| Rodina | Process / pipeline | Process / pipeline |
| Rok vzniku≠ | 1990s–2000s (digital integration of Lewinian action research traditions) | Late 19th century Japan; international dissemination from 1999 |
| Tvůrce≠ | Rooted in Carr & Kemmis (1986); digital adaptation developed by Lankshear, Knobel, and others from mid-1990s onward | Japanese elementary school teachers (formalized); introduced to Western research by James Stigler & James Hiebert |
| Typ≠ | Applied qualitative-cyclical research design | Collaborative practitioner inquiry / professional development research |
| Původní zdroj≠ | Lankshear, C., & Knobel, M. (2004). A Handbook for Teacher Research: From Design to Implementation. Open University Press. ISBN: 978-0335211357 | Stigler, J. W., & Hiebert, J. (1999). The Teaching Gap: Best Ideas from the World's Teachers for Improving Education in the Classroom. Free Press. ISBN: 978-0684852744 |
| Další názvy | technology-integrated action research, online educational action research, digital-mediated practitioner inquiry, DEAR | Jugyou Kenkyuu, LS, collaborative lesson research, teaching study |
| Příbuzné | 5 | 5 |
| Shrnutí≠ | Digital educational action research is a cyclical, practitioner-led inquiry method in which educators systematically investigate a problem or question arising in digitally mediated teaching and learning environments. Drawing on the action research tradition of Carr, Kemmis, and Lewin, it integrates digital tools — learning management systems, social media, video, online collaborative platforms — both as the context of inquiry and as instruments for data collection, making it particularly suited to contemporary technology-rich classrooms. | Lesson study is a structured, cyclical form of professional development and educational research in which a team of teachers collaboratively plans a single 'research lesson,' observes it live in a classroom, analyzes student learning in detail, revises the lesson, and shares findings with the broader teaching community. Originating in Japanese elementary schools and brought to international attention by Stigler and Hiebert's 1999 comparative study, it has become one of the most widely adopted teacher-led inquiry methods worldwide. |
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