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124� ������� � 50 � � 3
Bulletin of Educational Research
September, 2004, Vol. 50 No. 3 pp. 123-143
Theorizing Curriculum Practice
in Action Research
Pei-Hsuan Lin
Abst rac t
Some educational researchers applied a linear problem-solving process, rather
than a recursive cyclical process when conducting action research. Curriculum action
researchers pay much attention to the steps in conducting research and the products in
curriculum. Little attention is paid towards the meaning and complexity of curriculum
practice. This article asserts that the value of action research is internal to the practice.
The author first examines the relationship between curriculum theory and practice from
the perspectives of critical theories, system thinking, and complexity theory. Then she
contends that curriculum practice should be understood as a philosophy of life rather
than the aggregation of simple technical skill domains. Third, she highlights various
forms of knowledge action researchers need to engage in curriculum practice.
Finally, she urges action researchers to share their experience of theorizing cur-
riculum practice with others.
Keywords: action research, curriculum action research, curriculum practice
Pei-Hsuan Lin, Assistant Professor, Graduate School of Curriculum & Instruction, National
Taipei Teachers College
E-mail: [email protected]
Manuscript received: Mar. 2, 2004; Modified: July 16, 2004; Accepted: Aug. 20, 2004
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