Armstrong, F; (2019) Social Constructivism and Action Research: transforming teaching and learning though collaborative practice. In: Armstrong,, Felicity and Tsokova, Diana, (eds.) Action Research for Inclusive Education: Participation and Democracy in Teaching and Learning. (pp. 17-30). Routledge: London, UK.

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Abstract

This chapter explores ways in which Action Research and Social Constructivism can be harmonised to provide a theoretical framework and ways forward for developing inclusive education through practitioner research. The main focus of the chapter, and of this book, is on bringing about change in support of developing inclusive practices through collaborative and participatory action research. Drawing on ideas related to social constructivism which inform the research design and process, action research is presented as a powerful approach to transformation in teaching and learning. Vygotsky’s Zone of Proximal Development (ZPD) (Vygotsky, 1962) and ‘scaffolding’ (Wood, D. 2003) are key concepts in the approaches discussed later in this chapter, and in some of the other chapters in the book. Three key ideas for thinking about participation in learning and in developing positive relationships in schools provide the framework for this chapter: Inclusive Education, Social Constructivism, and Participatory Action Research. These frameworks overlap and there are a number of themes which run through them all – participation, observation, reflection, voice, collaboration, community, democracy, exploration and learning in its widest sense.

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