Search results for: Action research
Page 2/20 192 items
As a means to improve teacher preparation and teacher quality that impacts student achievement, the Australian government has recently encouraged formal partnerships between tertiary providers, schools and education systems in delivering teacher education and professional development, in particular for mentors. This article documents challenges and initial findings of the first year of a school-university partnership involving an Australian regional university and K-12 teacher-mentors located in rural schools. It describes the design and implementation of a contextualised professional development model, using participatory action research to build teacher capacity for mentoring and foster a culture of collaborative inquiry.
Updated: Oct. 07, 2019
This literature review aims to examine the use of action research in higher education. It examines pedagogical research as a field of study. It also considers student engagement. The authors conclude that action research has produced important changes in practice. However, it needs to continue to evolve and respond to the limitations identified in this review.
Updated: Oct. 07, 2018
This paper introduces the concept of ‘co-impact’ to characterise the complex and dynamic process of social and economic change generated by participatory action research (PAR). The authors developed a conceptual framework, based on a threefold distinction between ‘participatory’, ‘collaborative’ and ‘collective’ impact. They apply this framework to a case study action research project, Debt on Teesside, working with low-income households in North East England. They aimed to show what kinds of individual, organizational and social changes were generated in this particular case, and what conceptual framework might be useful for organising and understanding co-impact.
Updated: Sep. 06, 2018
Navigating Layers of Teacher Uncertainty among Preservice Science and Mathematics Teachers Engaged in Action Research
This study aimed to explore how the construct of teacher characterizes different dilemmas that preservice science and mathematics teachers encounter as they embark upon their first action research experience. The authors conclude that action research is both a viable and productive mechanism for helping preservice science and mathematics teachers not only to embrace these uncertainties, but more importantly respond to them in creative and innovative ways.
Updated: Jul. 05, 2018
This paper describes the experiences of three pre-service teachers as they engaged in teacher research as part of their teacher education program. Specifically, this paper investigates the role of the teacher’s personal and academic history in the design of their teacher research projects; how their research worked to disrupt classroom cultures and practices. It also examines the ways in which the pre-service teachers interpreted their research in light of new contexts during their first year of teaching. The authors argue that the action research process fostered a deep engagement with certain ideas. This process allowed the pre-service teachers a space to develop these ideas fully and test nascent theories about teaching and learning. In conclusion, the authors contend that action research would be a powerful programmatic framework allowing multifaceted engagement with significant questions and problems of practice from initial methods courses through student-teaching.
Updated: May. 13, 2018
The purpose of this study is to examine whether using Lesson Study with preservice secondary mathematics teachers might better prepare students to be teachers. The main finding of this action research is that Lesson Study can have a strong influence on the efficacy of preservice mathematics teachers. In addition, it was found that a key factor in establishing the confidence of the preservice teachers was the direct connection from the field-experience school to the methods classroom.
Updated: Mar. 25, 2018
Action Research in Pre-service Teacher Education – A Never-Ending Story Promoting Professional Development
This paper examines how student-teachers experience the process and outcome of doing action research and what the authors as their teacher-educators can learn from these experiences about facilitating the student-teachers’ processes. The findings revealed that most student-teachers experienced the process as positive and saw action research as a tool in professional development. The authors conclude that this research supports the expected benefit of action research in terms of introducing students to a tool for systematic professional development.
Updated: Feb. 21, 2018
This literature review aims to investigate the goals and challenges as well as the policy and programmatic implications of action research in graduate teacher education. Specifically, this review looks at how action research is being used in graduate teacher education programs as a content area and as a methodology. The authors conclude that this review has discussed the trends and challenges in teacher education programs with respect to the integration of action research. They have categorized the literature in terms of three themes that have characterized the goals and related structures for action research in graduate programs within teacher education.
Updated: Feb. 11, 2018
This article discusses the research regarding the formation and role of networks, and factors to consider when assessing the impact and outcomes of a network. It also looks at the connections between networks and action research (AR), and moves to a focus on the Evaluative Study of Action Research (ESAR), currently in its first stages, and outlines four levels of networks associated with the study. Finally, this article provides an early formative analysis with regard to the impact and outcomes of the ESAR team as a network to date. The authors conclude that the ESAR network provides evidence of each factor of well-functioning networks. Formative evaluations will continue for how the team network functions, as well as how each of the networks that develop functions as the research is undertaken.
Updated: Sep. 19, 2017
Digital Participatory Pedagogy: Digital Participation as a Method for Technology Integration in Curriculum
This participatory action research demonstrates how teachers' technological pedagogical knowledge might combine with a participatory stance to encourage students to design and carry out content-focused projects. Findings indicate that teachers struggle with how to assess new literacies, especially participatory digital literacies that engage learners in collaborative and innovative ways.
Updated: Aug. 13, 2017