Obser-view som dataproducerende metode i aktionsforskning

Abstract

This article explores the potential and challenges of using obser-view as a data-generating method in action research within educational contexts. Drawing on empirical data from an action research project conducted across five Danish social and healthcare schools, the study identifies the distinctive qualities of obser-view data as micro-situated, processual, and authentic. These characteristics make the data meaningful and practice-oriented, offering valuable insights into educational practices and fostering collaborative reflection among participants. However, the study also highlights challenges related to the contextual specificity of the data, which can limit its applicability for broader organizational decisions and generalizations. Additionally, the use of obser-view data in local workshops raises ethical and methodological considerations, including participant vulnerability and the selective framing of data. The findings suggest that obser-view data can support multiple phases of the action research cycle by enhancing problem exploration, pausing immediate problem-solving, and informing the selection and monitoring of interventions. Moreover, obser-view creates a shared foundation for collegial reflection, contributing to professional learning and practice development.