At contemporary educational research the paradigmatic clusters are often
intertwined and they overlap. Within the research individual aspects of a
particular problem are differently focused. A quality paradigm comprises
interpretive as well as action research, whereby the goal of the former is to
mainly comprehend and explain developments in the society, whereas the task of
the latter is to try and change them, as well. In the article particular segments of
the action research are discussed, which are comprised within the Reggio
Emilia educational concept and which are important for the continuous transfer
of research and theoretical findings directly into the teaching practice and vice
versa.
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