Porovnat metody

	Akční výzkum ve vzdělávání	Pozorování výuky
Obor	Terénní metody	Terénní metody
Rodina	Process / pipeline	Process / pipeline
Rok vzniku	1940s (Lewin); educational context developed 1970s–1980s	1960s (Flanders Interaction Analysis); refined through 1990s–2000s
Tvůrce	Kurt Lewin (action research foundations); Lawrence Stenhouse and John Elliott (educational adaptation)	Ned Flanders (systematic interaction analysis); Robert Pianta et al. (CLASS system)
Typ	Participatory qualitative research design	Qualitative and quantitative observational research
Původní zdroj	Elliott, J. (1991). Action Research for Educational Change. Open University Press. ISBN: 978-0335096190	Flanders, N. A. (1970). Analyzing Teaching Behavior. Addison-Wesley.
Další názvy	EAR, practitioner research, teacher action research, classroom action research	classroom observation research, structured classroom observation, instructional observation, lesson observation
Příbuzné	6	6
Shrnutí	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.	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.