Search results for: Participant observation
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This article explores the difficulties that novice teachers confront at two economically, socially, and academically disadvantaged schools in the state of Nuevo Leon, Mexico. The difficulties these teachers face include issues related to parent involvement, resources, students’ basic learning background, teaching strategies for students with particular needs, discipline, work overload, and career preparation and curricular reform.
Updated: Mar. 12, 2015
Through participant observation and interview, the researcher’s efforts must coincide with the students’ to engage in critical thinking about the problems and issues of interest as both the researcher and participants seek mutual humanization through understanding. Working from a 2006–2007 study of language, literacy, and difference in a multiethnic high school and youth community, the author provides examples fieldwork moves youth and him made together. The author looks to understand these moves as humanizing for both the participants and him as a researcher.
Updated: May. 16, 2012
Educational action research was carried out between 2003 and 2006, focusing on developing high-school teachers' professional autonomy belonging to the scientific area in poor communes of the ninth Region de la Araucana, Chile. The research is contextualized in the Chilean educational reality and based on each of the stages of the action research cycles - planning, action, observation, and reflection. The educational processes towards developing teacher's autonomy that took place during the three years of the project are described here.
Updated: Oct. 06, 2008