Theoretical and methodological validation of the action research: methodology of the scientific study

LTReikšminiai žodžiai: Veiksmų tyrimas; Švietimas; Ugdymo transformacijos; Veiksmų tyrimas; Metodologija; Lenkija (Lenkijos karalystė. Kingdom of Poland. Poland); Suomija (Finland); Austrija (Austria); Action research; Transformation; Education; Methods of research.

ENThis chapter presents the theoretical and methodological substantiation of the action research, which was used by collaborating research teams from Poland, Lithuania, Finland and Austria for the study “Improving Inclusive Education Through Universal Design for Learning”. The chapter discusses different sociocultural contexts in the participating countries and what led to the research question, which asks “How does the implementation of universal design for learning enrich the practice of inclusive education in different educational contexts”. This question was looked at in terms of its relevance to the four above-mentioned countries. It can be argued that the action research is favourable for the development of theory and that inclusive education can be changed and reflected by it. The types of action research chosen by the research teams are discussed, those being collaborative, and critical participatory. The cycles of action research and their goals are also presented. Seeking to substantiate the choices of research teams regarding the process and methods of action research, this chapter elaborates on the aspects of action research organisation that are interpreted differently by the researchers: Can the action research be conducted only by the researcher–teachers or can it be carried out by teachers in cooperation with researchers? Is it possible to use a combination of qualitative and quantitative research? The problem with quality and validity of action research is discussed. [From the publication]