The Potential of Reflective Journals in Studying Complexity 'In Action'

Authors

  • Renata Phelps

DOI:

https://doi.org/10.29173/cmplct8726

Abstract

As educators embrace theories of complexity to inform their teaching and research practice, theoretically relevant methods will be required to appropriately conduct and study complexity-based approaches to education. Action research has been identified as offering significant potential for studying complexity, acting as a form of ‘real life modeling’ for learning and teaching. In this paper it is argued that reflection, a key aspect of action research, can be a productive method for both studying and working with complexity in educational contexts. Reflective journals, more specifically, provide scope not only for gathering research data but also for promoting learning and change. As a teaching approach, reflective journals can reduce the impact of external control while providing opportunities to promote and document instability and disequilibrium. Reflective journals allow for documentation of emergence and bifurcation and embrace participants’ involvement in interpretation of data in inherently non-linear ways. Reflective journals assist to build up an holistic picture of the interplay between individuals’ histories and their current and emergent ‘state’, thus providing insight into ‘sensitivity to initial conditions’. This paper illustrates these theoretical ideas through a case study derived from a course in information and communication technology (ICT) for practicing teachers.

Author Biography

Renata Phelps

Renata Phelps is a lecturer in the School of Education at Southern Cross University, Australia. Her teaching focuses on the use of information technology to support education in primary, secondary and tertiary educational contexts. Her action research has led to the development of a metacognitive approach to computer education, which is The Potential of Reflective Journals in Studying Complexity ‘In Action’ currently being trailed within a mentoring framework as an approach to whole-school change in ICT professional development. Renata’s teaching and research is informed by complexity theory. Postal address: School of Education, Southern Cross University, P.O. Box 157, Lismore, NSW Australia. Fax: [61-2] 662221833.

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Published

2005-12-01

Issue

Section

Research Articles