{"id":3882,"date":"2026-09-07T08:18:50","date_gmt":"2026-09-07T06:18:50","guid":{"rendered":"https:\/\/re-move.dk\/?p=3882"},"modified":"2026-09-07T12:04:48","modified_gmt":"2026-09-07T10:04:48","slug":"phenomenologically-grounded-action-research-en-udvidelse-af-aktionsforskningens-felt","status":"publish","type":"post","link":"https:\/\/re-move.dk\/?p=3882","title":{"rendered":"Phenomenologically Grounded Action Research: En udvidelse af aktionsforskningens felt"},"content":{"rendered":"

Phenomenologically Grounded Action Research: En udvidelse af aktionsforskningens felt<\/span><\/h3><\/h1><\/div>
<\/a><\/span><\/div>
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I artiklen \u201cPhenomenologically grounded action research: suggestions for broadening the scope of educational action research\u201d <\/em>pr\u00e6senterer Askildsen og kollegaer et bud p\u00e5, hvordan aktionsforskning inden for uddannelse kan udvikles og udvides. Forfatterne argumenterer for, at de klassiske opdeling af aktionsforskning i teknisk, praktisk og kritisk orientering ikke helt kan indfange alle aspekter, der er vigtige i p\u00e6dagogisk praksis. Is\u00e6r peger de p\u00e5, at aktionsforskningen ofte overser de mere umiddelbare og kropsligt levede sider af menneskers oplevelser.<\/span><\/p>\n

Som svar p\u00e5 dette introducerer artiklen tilgangen Phenomenologically Grounded Action Research (PGAR). Denne tilgang er inspireret af b\u00e5de nyere udviklinger inden for aktionsforskning og f\u00e6nomenologiske tilgange til kvalitativ forskning. Artiklen har et dobbelt sigte. For det f\u00f8rste s\u00f8ger den at udvide aktionsforskningens r\u00e6kkevidde, s\u00e5 den ogs\u00e5 omfatter de dimensioner af uddannelse, der knytter sig til elevers og studerendes pr\u00e6refleksive kropslige oplevelser\u00a0og m\u00e5der at v\u00e6re i verden p\u00e5. For det andet s\u00f8ger den at integrere f\u00e6nomenologiske begreber i aktionsforskningen uden at miste deres s\u00e6rlige dybde og uden at l\u00f8sne dem fra den konkrete p\u00e6dagogiske praksis.<\/span><\/p>\n

Det centrale i PGAR er, at forandring i uddannelse ikke kun forst\u00e5s som \u00e6ndringer i metoder, organisation eller kritiske strukturer. Forandring handler ogs\u00e5 om, hvordan undervisning, l\u00e6ring og deltagelse opleves, sanses og leves af de mennesker, der er en del af uddannelsens praksis. Med denne tilgang flyttes opm\u00e6rksomheden fra udelukkende at fokusere p\u00e5 ydre forhold og refleksive vurderinger til ogs\u00e5 at unders\u00f8ge de mere stille, og ofte oversete dimensioner af oplevelse \u2014 det, som endnu ikke er fuldt sprogliggjort, men som alligevel har betydning for l\u00e6ring og dannelse.<\/span><\/p>\n

Artiklen peger dermed p\u00e5, at PGAR kan give undervisere og forskere nye muligheder for at forst\u00e5 og st\u00f8tte studerendes erfaringer p\u00e5 et mere nuanceret plan. Samlet set udg\u00f8r artiklen et vigtigt bidrag til en bredere og mere menneskeligt forankret forst\u00e5else af aktionsforskning i uddannelse, hvor eksistentielle, erfarede og kropslige dimensioner f\u00e5r en tydeligere plads.<\/span><\/p>\n

Du kan l\u00e6se hele artiklen lige<\/span> her!<\/a><\/p>\n<\/div>\n<\/div>

<\/div><\/div><\/div><\/div><\/div>\n","protected":false},"excerpt":{"rendered":"

I denne artikel pr\u00e6senteres et bud p\u00e5 en tilgang i aktionsforskningen, der medtager kropsligt levede dimensioner af oplevelse. Tilgangen er inspireret af b\u00e5de nyere udviklinger inden for aktionsforskning og f\u00e6nomenologiske tilgange til kvalitativ forskning, og kaldes “Phenomenologically Grounded Action Research (PGAR)”. L\u00e6s mere her.<\/p>\n","protected":false},"author":20,"featured_media":3886,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"_bbp_topic_count":0,"_bbp_reply_count":0,"_bbp_total_topic_count":0,"_bbp_total_reply_count":0,"_bbp_voice_count":0,"_bbp_anonymous_reply_count":0,"_bbp_topic_count_hidden":0,"_bbp_reply_count_hidden":0,"_bbp_forum_subforum_count":0,"_monsterinsights_skip_tracking":false,"footnotes":""},"categories":[2,456,476,458,470,300,472,462,502,3,460,474],"tags":[24,237,546],"class_list":["post-3882","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-artikler","category-bevaegelse-i-skolen","category-bevaegelse-i-skolen-og-artikel","category-daginstitution","category-daginstitution-og-artikel","category-idraetsundervisning","category-idraetsundervisning-og-artikel","category-professionsuddannelser","category-professionsuddannelser-og-artikler","category-seneste-indlaeg","category-skole-fritid","category-skole-fritid-og-artikel","tag-aktionsforskning","tag-faenomenologi","tag-pgar"],"rttpg_featured_image_url":{"full":["https:\/\/re-move.dk\/wp-content\/uploads\/2026\/05\/Billede-2-scaled.jpg",2560,1920,false],"landscape":["https:\/\/re-move.dk\/wp-content\/uploads\/2026\/05\/Billede-2-scaled.jpg",2560,1920,false],"portraits":["https:\/\/re-move.dk\/wp-content\/uploads\/2026\/05\/Billede-2-scaled.jpg",2560,1920,false],"thumbnail":["https:\/\/re-move.dk\/wp-content\/uploads\/2026\/05\/Billede-2-150x150.jpg",150,150,true],"medium":["https:\/\/re-move.dk\/wp-content\/uploads\/2026\/05\/Billede-2-300x225.jpg",300,225,true],"large":["https:\/\/re-move.dk\/wp-content\/uploads\/2026\/05\/Billede-2-1024x768.jpg",1024,768,true],"1536x1536":["https:\/\/re-move.dk\/wp-content\/uploads\/2026\/05\/Billede-2-1536x1152.jpg",1536,1152,true],"2048x2048":["https:\/\/re-move.dk\/wp-content\/uploads\/2026\/05\/Billede-2-2048x1536.jpg",2048,1536,true],"trp-custom-language-flag":["https:\/\/re-move.dk\/wp-content\/uploads\/2026\/05\/Billede-2-16x12.jpg",16,12,true],"authorship-box-avatar":["https:\/\/re-move.dk\/wp-content\/uploads\/2026\/05\/Billede-2-150x150.jpg",150,150,true],"authorship-box-related":["https:\/\/re-move.dk\/wp-content\/uploads\/2026\/05\/Billede-2-70x70.jpg",70,70,true],"blog-large":["https:\/\/re-move.dk\/wp-content\/uploads\/2026\/05\/Billede-2-669x272.jpg",669,272,true],"blog-medium":["https:\/\/re-move.dk\/wp-content\/uploads\/2026\/05\/Billede-2-320x202.jpg",320,202,true],"recent-posts":["https:\/\/re-move.dk\/wp-content\/uploads\/2026\/05\/Billede-2-700x441.jpg",700,441,true],"recent-works-thumbnail":["https:\/\/re-move.dk\/wp-content\/uploads\/2026\/05\/Billede-2-66x66.jpg",66,66,true],"fusion-200":["https:\/\/re-move.dk\/wp-content\/uploads\/2026\/05\/Billede-2-200x150.jpg",200,150,true],"fusion-400":["https:\/\/re-move.dk\/wp-content\/uploads\/2026\/05\/Billede-2-400x300.jpg",400,300,true],"fusion-600":["https:\/\/re-move.dk\/wp-content\/uploads\/2026\/05\/Billede-2-600x450.jpg",600,450,true],"fusion-800":["https:\/\/re-move.dk\/wp-content\/uploads\/2026\/05\/Billede-2-800x600.jpg",800,600,true],"fusion-1200":["https:\/\/re-move.dk\/wp-content\/uploads\/2026\/05\/Billede-2-1200x900.jpg",1200,900,true],"portfolio-full":["https:\/\/re-move.dk\/wp-content\/uploads\/2026\/05\/Billede-2-940x400.jpg",940,400,true],"portfolio-one":["https:\/\/re-move.dk\/wp-content\/uploads\/2026\/05\/Billede-2-540x272.jpg",540,272,true],"portfolio-two":["https:\/\/re-move.dk\/wp-content\/uploads\/2026\/05\/Billede-2-460x295.jpg",460,295,true],"portfolio-three":["https:\/\/re-move.dk\/wp-content\/uploads\/2026\/05\/Billede-2-300x214.jpg",300,214,true],"portfolio-five":["https:\/\/re-move.dk\/wp-content\/uploads\/2026\/05\/Billede-2-177x142.jpg",177,142,true]},"rttpg_author":{"display_name":"Carl-Emil Marstrander Askildsen, Kenneth Aggerholm, Kasper Lasthein Madsen and Esben Stilund Volsh\u00f8j","author_link":"https:\/\/re-move.dk\/?author=20&mab_v3=3882"},"rttpg_comment":0,"rttpg_category":"Artikler<\/a> Bev\u00e6gelse i skolen<\/a> Bev\u00e6gelse i skolen og artikel<\/a> Daginstitution<\/a> Daginstitution og artikel<\/a> Idr\u00e6tsundervisning<\/a> Idr\u00e6tsundervisning og artikel<\/a> Professionsuddannelser<\/a> Professionsuddannelser og artikler<\/a> Seneste indl\u00e6g<\/a> Skole Fritid<\/a> Skole Fritid og artikel<\/a>","rttpg_excerpt":"I denne artikel pr\u00e6senteres et bud p\u00e5 en tilgang i aktionsforskningen, der medtager kropsligt levede dimensioner af oplevelse. 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