Search results for: Margolin Ilana
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The purpose of this collaborative self-study was to gain a deeper understanding of the authors' personal experience and practice. This study also aimed to construct new knowledge that allows for individual transformations and spreads throughout the entire department. This collaborative self-study illustrates the co-construction of knowledge of practice in two ways: (a) the development of the authors' personal perceptions by means of reciprocal relationships, conversations, and active attempts to improve their teacher education practices; and (b) the impact of working collaboratively in the interpretive zone as a source of expanding learning, changing the curriculum, and implementing new activities.
Updated: Dec. 04, 2013
This article reports a self-study conducted during the author's four-year tenure as head of the elementary school department within a college of education. During that period, she explored her developing understanding of the role of relationships in the processes of her professional and personal growth. The author describes the three cycles of action that comprise the process of change she instigated in the department. She also describes the three phases she identified retrospectively.
Updated: Dec. 14, 2008
Shaping A New Professional Identity by Building A New Personal Concept of Leadership through Action Research
The author of this article, who is the head of the Elementary School Department in a teacher education college, describes a study in which three action cycles were identified. The author changed from being a 'top-down' manager to working collaboratively with colleagues by relinquishing overall control. The author also changed her perception of leadership: from a transactional model through a transformational model to a distributed leadership.
Updated: Dec. 23, 2007