Action research and the transfer of reflective approaches to in-service education and training (INSET) for unqualified and underqualified primary teachers in Namibia

O'Sullivan, Margo C.

doi:10.1016/s0742-051x(02)00014-8

Cited by 44 publications

(35 citation statements)

References 13 publications

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“…They claimed that classroom research helps improve various aspects of learning in the classroom. Significant documentation also provides evidence that effective professional development of teachers heavily depended on reflective teaching (O'Sullivan, 2002). Cruickshank et al (2006) suggested five ways to developing one's reflective abilities: the use of dialogue journals, discussions, portfolios, on-campus laboratory experiences, and action research.…”

Section: Par Cum Ar: Crossing the Educational Paths Through Reflectivmentioning

confidence: 99%

Participatory Action Research (PAR) cum Action Research (AR) in Teacher Professional Development: A Literature Review

Morales

2015

IJRES

103

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This paper reviews Participatory Action Research as an approach to teacher professional development. It maps the origins of Participatory Action Research (PAR) and discusses the benefits and challenges that have been identified by other researchers in utilizing PAR approaches in conducting research. It draws ideas of combining the features of Action Research (AR) and Participatory Action Research (PAR) to plot research cell design or teacher network design to enhance research for action, action for research and creation of knowledge and theories while solving problems occurring in classroom settings. The discussion focuses on reflective practice and andragogy as the featured characteristics of AR and PAR. These are noted to develop quality teachers to attain quality learning and quality assurance. The review also provides probable benefits of PAR framework to Philippine education; probable challenges and issues that may arise in the implementation; and future directions of PAR implementation in the Philippines aimed to attain education quality through teacher quality.

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Section: Par Cum Ar: Crossing the Educational Paths Through Reflectivmentioning

confidence: 99%

Participatory Action Research (PAR) cum Action Research (AR) in Teacher Professional Development: A Literature Review

Morales

2015

IJRES

103

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“…There are debates on the abilities of teachers from non-western backgrounds to engage in formal reflection activities. Teachers in some low-income countries "have not been trained, as have their western counterparts, to use reflection to improve their teaching practices" (O'Sullivan, 2002). However, in this study the teachers exhibited propensity towards discussions and being mufetih.…”

Section: Re-viewing the Literature: Coming To Know Through Action Resmentioning

confidence: 66%

Coming to knowabout teaching, its development and researcher practice through collaborative action research with adult education teachers in Sudan

Fean

2013

Compare: A Journal of Comparative and International Education

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“…Hubbs and Brand (2010) further argue that journal writing can be used to support the connections between thinking and feeling in the process of learning. However, I was aware that this would be difficult because some teachers may have not developed such reflective skills in their teaching career (O'Sullivan, 2002). Therefore, for the purpose of this study, I believed it was important to introduce reflective journal writing as part of the process of learning about CBAR.…”

Section: Four Reflective Journalsmentioning

confidence: 99%

“…My references to reflection partly follow O'Sullivan's (2002) and USA (Brown, 2002;Hagevik, Aydeniz, & Rowell, 2012).…”

Section: Content Of Reflectionsmentioning

confidence: 99%

The Complexities of Implementing Classroom-Based Action Research in a Remote School in Indonesia

Hajar¹

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Despite almost a decade since the introduction as a professional learning model for teachers in Indonesia, the growth of Classroom-Based Action Research (CBAR) is very limited. The CBAR process in Indonesia has relied heavily on one-off-top-down and non-school based professional development.This study was conducted in a small town in the Eastern Flores regency of the East Nusa Tenggara province, Indonesia. The study involved English as a Foreign Language (EFL) teachers at one public secondary school in a rural and disadvantaged context who worked with the researcher to attempt to implement a school based approach to CBAR. Four phases of the study were conducted: Getting started; Workshops; CBAR in action; and Post CBAR through an imagined, intended and enacted methodological structure. In this study I adopted a Foucauldian approach as a theoretical perspective, as well as applying Foucauldian theories to the data analysis.Drawing on a variety of data sources including: meetings and interviews; workshop sessions and classroom visits; and reflective journals and field notes, the study identified three major discourses circulating within the CBAR project. These three discourses are used to explore understandings of reflective practice, subject positionings, and collaboration.The Foucauldian approach to analysis focused on discourses and the idea that individuals have multiple identities as a result of multiple subject positionings, and their relationships are influenced by the discourses that operate within a specific context. These discourses create the nexus between power and knowledge and impact on how the CBAR worked in this context, how the participants positioned me and themselves, how they positioned themselves and their colleagues, and were positioned by their colleagues, in their effort to implement the CBAR project.Through the exploration of the discourses of reflective practice, it was found that being a critical practitioner was not easily translated into a remote and disadvantaged context in Indonesia.An analysis of the discourses of subject positionings indicates the participants' multiple constructions of me and my multiple constructions of them continued throughout the study due to the complexities of the situation. There were often 'pull and push' subject positionings where I attempted to get the teachers to do research but their limited abilities, autonomy, and resources as well as their practice/tradition rooted in the mandates/policy from the central government created problems. There were also tensions and struggles in their inability to complete research without my ii assistance and constant request for help, and my tensions and struggles to avoid providing and giving more assistance.Through the investigation of the discourses of collaboration, it was found that the implementation of the project as a collaborative work is a site of tension for both the participants and myself caused in part by the multiple identities that we took up. There were tensions and struggles between the partic...

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Action research and the transfer of reflective approaches to in-service education and training (INSET) for unqualified and underqualified primary teachers in Namibia

Cited by 44 publications

References 13 publications

Participatory Action Research (PAR) cum Action Research (AR) in Teacher Professional Development: A Literature Review

Participatory Action Research (PAR) cum Action Research (AR) in Teacher Professional Development: A Literature Review

Coming to knowabout teaching, its development and researcher practice through collaborative action research with adult education teachers in Sudan

The Complexities of Implementing Classroom-Based Action Research in a Remote School in Indonesia

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