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Beyond Actions

Psychology of Action Research for Mindful Educational Improvement


Norijuki Inoue

Beyond Actions is a new breed of book on action research, going beyond procedural descriptions of action research and discusses psychological processes and epistemological challenges involved in planning and conducting action research. The book discusses in depth key concepts of action research and the ways in which these concepts actually contribute to the improvement of educational practice by assuming the viewpoint of educators. Dr. Inoue offers ample opportunities for readers to deeply reflect on personal, social, cultural, and philosophical foundations of practice improvement efforts and develop a comprehensive understanding of action research. Beyond Actions is targeted to educators, educational researchers, principals, and students taking graduate-level courses in action research, educational research methods, educational psychology, education foundations, educational leadership, and other related fields as well as anyone seeking a new methodology for mindful educational improvement.


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Chapter 8. Reflection, Ego, and Mindfulness: A Way of Letting Go


· 8 · reflection, ego, and mindfulness A Way of Letting Go Beyond the Comfort Zone So far, we have discussed a variety of issues related to planning your action research. Your next step is to actually carry out your action plan that reflects what has been discussed up to this point. Implementing your action plan will provide you with vivid experiences. Because you are doing something you have never done before, you are pushing yourself out of your comfort zone. In this chapter, we will discuss how you can mindfully engage in different types of reflections for the purposes of learning from your action research experiences meaningfully and overcoming a variety of challenges that you could encounter in the action research process. As we discussed before, what happens in actuality can easily go against your expectations. No matter how carefully you create your action plan, there is no guarantee that your actions—a new way of doing things—will work. You might achieve a certain success, but there will always be “turbulences” in the implementation process. For instance, on one day, you could have some stu- dents who are overly active and interrupt your teaching, and on another day, there could be another group of students who require individual attention in your classroom. Such daily turbulences are a familiar aspect of real-life educa- tional practice. You will encounter many situations where you need to “play it by ear” to make your new actions work in your practice context. When you 142...

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