Peer Validation Groups
in Living Educational Theory Research
Strengthening knowledge through dialogue and rigour
Why Peer Validation Matters:
In Living Educational Theory Research, your practice is both the subject and the source of new knowledge. But how do you know that the explanations you create—your living-educational-theory is valid, trustworthy, and rigorous?
This is where peer validation groups come in. These groups provide a supportive, critical space where researchers share their accounts of practice and invite questions and feedback from colleagues. Through open, critical dialogue, peers help to refine, strengthen, and validate each other’s research.
Habermas (1979) and Social Validity:
Jurgen Habermas, in his 'Theory of Communicative Action', identified four validity claims that he stated underpin all genuine communication. For a statement to be considered valid, it should be open to testing against these claims:
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Comprehensibility (Intelligibility) – Is the account expressed clearly and understandably?
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Truth – Do the descriptions and explanations correspond with reality as it can be evidenced?
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Rightness (Appropriateness) – Does the account respect shared values, ethical standards, and social norms?
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Truthfulness (Sincerity) – Is the author authentic and genuine in their expressions and intentions?
In peer validation groups, colleagues use these criteria to engage critically-yet-supportively with each other’s accounts. This helps ensure that research claims are not only personally meaningful but also socially robust and communicatively valid.
Winter (1989) and Rigour:
Peter Winter’s principles of rigour add another layer of strength to Living Educational Theory Research. They encourage researchers to:
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Make processes transparent.
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Ground claims in evidence.
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Consider multiple perspectives.
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Recognise the evolving, tentative nature of knowledge.
Together, Habermas’ and Winter’s ideas help create research that is both socially valid and academically rigorous.
How Peer Validation Groups Work:
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Small, supportive circles: Usually 3–6 peers who meet regularly (in person or online)
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Sharing practice accounts: Each participant presents a draft narrative, video, or reflection on their professional inquiry
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Structured feedback: Peers ask questions, challenge assumptions, and offer constructive suggestions using Habermas’ and Winter’s criteria as touchstones
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Iterative refinement: Accounts are continually revised in light of feedback, leading to greater clarity, rigour, and validity
The Benefits:
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Improved clarity and coherence in your research account
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Greater confidence that your claims are valid and credible
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Deeper learning through exposure to diverse perspectives
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Stronger contributions to both personal growth and professional knowledge
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A sense of community that supports and sustains your ongoing inquiry
- Experience defending your research and answering questions
A peer validation group is about collaborative growth. By working together, researchers help each other create their living-educational-theories that are rigorous, socially valid, and deeply rooted in practice.
Habermas, J. (1979) Communication and the Evolution of Society (T. McCarthy, Trans.). Boston: Beacon Press.
Winter, R. (1989). Learning from Experience: Principles and Practice in Action-Research. Lewes: Falmer Press.
