Learning from Action Research About Science Teacher Preparation

Mitchener, Carole P.; Jackson, Wendy M.

doi:10.1007/s10972-011-9261-0

Cited by 17 publications

(10 citation statements)

References 11 publications

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“…Action research has been viewed as a series of commitments, made by teachers, to observe and improve instruction as an aspect of progressive learning with an emergent practice (McTaggart 1994). There are many examples in the research literature of how researchers used action research as a tool to promote practice-based learning with teachers, for instance to improve teachers' teaching practices (Garbett 2011;Goodnough 2016;Hunzicker 2016;López-Pastor et al 2011;Mamlok-Naaman and Eilks 2012;Morales et al 2016), and pedagogical self-awareness (Koutselini and Patsalidou 2015;Mitchener and Jackson 2012;Wallace 2013). Also, action research is used to reform teacher assessment practices (Briscoe and Wells 2002), to build teacher mindfulness (Dorman 2015) and teacher research skills (Jove 2011).…”

Section: Action Researchmentioning

confidence: 99%

“…Collaborative action research has been implemented as a strategy to promote development of teacher professionalism in various school contexts (Jaipal and Figg 2011) and extensively regarded for its potential to improve science educational processes (Hine and Lavery 2014) in many countries, such as the United States of America (Mitchener and Jackson 2012), Australia (Hine and Lavery 2014) and Singapore (Hairon 2017), where schools typically have adequate educational budgets, technology, learning resources and certified teachers. In Thailand, there is need for effective professional development strategies for reforming science teaching practices at primary school level particularly in rural areas where schools often have a small student population, limited teaching and learning resources, as well as ineffectively trained teachers (Office of Commercial Services 2002).…”

Section: Introductionmentioning

confidence: 99%

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Professional changes of primary science teachers: experience on collaborative action research in Thailand

Kijkuakul

2019

Asia Pac. Sci. Educ.

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This article focuses on impacts of collaborative action research with a spiral process of planning, acting, observing, and reflecting that had been used as a strategy to promote teacher professional development in science education of Thailand. With the school principals' support, three primary science teachers' instructional practices are the subject of individual case studies. A range of qualitative methods and data sources including participant observations, individual and collective interviews, teacher and student artifacts were adapted to elicit evidence related to change of teaching practices and perceptions on action research activities. The case study analysis showed that collaborative action research enabled the primary science teachers to change their teaching practices within the classroom conditions. Factors that were identified as important to these changes included: 1) the primary teachers needed school leadership that powerfully attends to their professional development activities; and 2) the teachers needed a university coach to collaboratively reflect and suggest how to teach in the particular subject i.e. science. In the case of a primary teacher who, having no qualifications (i.e., certification-related teacher preparation) in science teaching, additionally needed a community of professional teachers willing to collaboratively reflect on classroom experiences for better inquiry into science teaching practices. As a means to sustain the changes in this educational context, implementing the collaborative action research while providing opportunities for parents to observe and reflect upon teachers' classroom teaching practices was also found to be important.

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Section: Action Researchmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Professional changes of primary science teachers: experience on collaborative action research in Thailand

Kijkuakul

2019

Asia Pac. Sci. Educ.

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“…Al inicio de la implementación del componente se pudo establecer que no se contaba con una definición consensuada de la investigación-acción, no sólo en el marco de la experiencia sino en la educación a nivel nacional. Sin embargo, se identificó algunos antecedentes relevantes en el campo donde algunos autores le atribuían características comunes: el empleo sistemático de la auto-inspección de las prácticas docentes desde una perspectiva crítica (Carr & Kemmis, 1988); el considerar a las prácticas docentes como objeto de estudio y campo de aprendizajes (Mitchener & Jackson, 2012); el poner un marcado énfasis en el cambio de las prácticas (Elliot, 2010); y el protagonismo del docente en los procesos de investigación (McKernan, 1996).…”

Section: Fundamentos Epistemológicos Del Componenteunclassified

Sistematización de una experiencia de capacitación de docentes en servicio mediante el empleo de la investigación-acción

et al. 2019

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<p>La sistematización de una experiencia relevante como la capacitación de 21 docentes en servicio con el empleo de un componente de investigación-acción, tuvo como propósito documentar y escribir lo ocurrido, así como explicar los resultados alcanzados como producto de la intervención. Se buscó interpretar críticamente la experiencia, extraer aprendizajes de ella y mejorar la práctica futura. El estudio empleó técnicas de análisis cualitativo y cuantitativo. Los resultados sugieren que el componente favoreció que los docentes cuestionen sus propias creencias sobre la enseñanza y fortalezcan sus habilidades de problematizar la docencia. También sugieren que estos cambios ocurren en capacitaciones que incluyen espacios de reflexión y de discusión sobre creencias y prácticas.</p>

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“…Algunas de las características que se le atribuyen a la investigación-acción son las siguientes: emplea sistemáticamente la autoinspección de la práctica y lo hace desde una perspectiva crítica (Carr & Kemmis, 1988), toma a la práctica docente como objeto de estudio y campo de aprendizajes (Mitchener & Jackson, 2012), aborda problemas cuya solución supone optimizar los aprendizajes (Mon tecinos, Solis & Gabriele, 2001) y pone énfasis en el protagonismo del docente en los procesos de investigación (McKernan, 1996). Como vemos, la investigación-acción es una metodología fuertemente asociada a la mejora continua de las prácticas docentes.…”

Section: La Investigación-acciónunclassified