The rocky road of teachers becoming action researchers

Christenson, Mary; Slutsky, Ruslan; Bendau, Shirley; Covert, Julia; Dyer, Jennifer; Risko, Georgene; Johnston, Marilyn

doi:10.1016/s0742-051x(01)00068-3

Cited by 39 publications

(22 citation statements)

References 4 publications

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“…Under the present circumstances, undertaking AR still appears to be a 'rocky road' (Christensen et al, 2002) for many language teachers and one that is demanding in terms of awareness, knowledge, skills, time and motivation. The lack of awareness of AR demonstrated by Rainey among a cohort of respondents who have regular access to professional development is high and is a concern for those in the field of teacher education who advocate AR.…”

Section: Taking Stock Of the Status Of Armentioning

confidence: 94%

Action research: an evolving paradigm?

2005

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Action research is a relatively recent phenomenon in the field of English language teaching, having emerged in the literature predominantly since the late 1980s. In this article, I discuss the antecedents, definitions, processes, and purposes of action research in the field of English language teaching. Action research is also considered in relation to more established notions of basic and applied research. The current scope and nature of action research studies found in the literature are then analysed. The article concludes with a consideration of some of the challenges to the status of action research as a research methodology and the issues that will need to be addressed if action research by language teachers is to be sustainable.

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Section: Taking Stock Of the Status Of Armentioning

confidence: 94%

Action research: an evolving paradigm?

2005

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“…Modeling the process for them invited students to take part in two roles, as participants and as researchers. Christenson et al (2002) used the same approach, with eight doctoral students and the professor co-teaching an action research course at the master's level. Using action research as a vehicle, the doctoral students were able to sharpen their own skills as reflective teachers and researchers while modeling the basics of action research for their students.…”

Section: Action Research As Reflective Practicementioning

confidence: 99%

“…Teachers need the opportunity to practice authentic reflection through their own research, not simply through simulated experiences. In programs that guide prospective teacher researchers only through the planning phases of a project without implementation, teachers do not report significant impact on their growth as a reflective practitioner or researcher (Christenson et al 2002;Lustick 2009). The idea of teachers completing a full research project is an essential component to building the dispositions of quality teachers and researchers.…”

Section: Action Research As Reflective Practicementioning

confidence: 99%

Action research in graduate teacher education: a review of the literature 2000–2015

Vaughan

Burnaford

2015

Educational Action Research

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This review explores the goals and challenges as well as the policy and programmatic implications of action research in graduate teacher education as evidenced in the published literature. This literature review looks specifically at how action research is being used in graduate teacher education programs as a content area and as a methodology in manuscripts published between 2000 and 2015. The literature suggests that adaptation of action research in graduate programs has evolved beyond the one-course model to an integrative theoretical and practical approach. The treatment of action research with respect to 'traditional' research in the academy is also discussed. Three goals for action research in graduate teacher education emerged from the review: action research as reflection; action research as participatory, critical inquiry; and action research as preparation for teacher leadership.

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“…This means analysing different writing styles of published articles in class, both about action research and of action research projects. The 'rocky road to becoming action researchers' entails, as Christenson et al (2002) contend, struggling with the development of a research proposal, as well as with how the process of reflection on action is eventually conceptualised and represented. To this end, I have resorted to articles published in Educational Action Research as a way of illustrating different modes of representation.…”

Section: Preparing Students For the Articulation Of Processmentioning

confidence: 99%

“…In particular, I have focused on studies that describe the insights gained by the researcher as s/he engages in a critically reflective process before, during and after a situation s/he is facilitating -what John Elliot describes as 'second order action research ' (1993). To this end, I have found that the majority of research programs focus on first person accounts of the challenges, affordances and assets of doing action research, as well as on the barriers, complexities, and issues of support and reciprocity that action researchers face 'on the way' (Zeichner, 1993;Kemp, 1997;Sumara & Davis, 1997;Christenson et al, 2002;Feldman, 2002). What most of these studies seem to agree on is the emergent and cyclical nature of an action research cycle, the value of collaboration for reflection on action, and its potential for generating new understandings about one's practice.…”

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confidence: 99%

What have i learned from all this? four years of teaching an action research course: insights of a ‘second order’

Orland‐Barak

2004

Educational Action Research

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The author examines the development of her thinking in regard to the value, the purposes, the process and the outcomes of teaching an undergraduate course in action research for the past 4 years. The emergent understandings were informed by recurrent hermeneutic cycles of interpretative readings of the formal written and oral feedback conducted with the students at the end of each year, the students' final action research projects submitted at the end of each course and personal field notes kept in journal writing. These sources have yielded rich longitudinal data that sheds light on the impact of a course for the learning of both its participants and the course professor. The article focuses on the actions that the author has undertaken in the design and implementation of the course as a result of her learning or on how action research 'of a second order' has informed the structure of 'first order' action research. The exploration has led the author to important insights regarding her role as course professor, issues of pedagogy, reflection, process and products of learning as they play out in an action research course at undergraduate level.As I prepare for my fifth year of teaching a university action research course for undergraduate students of education, I find myself once again, as in previous years, cutting, pasting, deleting and adding to the content and structure of the course syllabus that I had planned a year earlier. True, such an activity should desirably become a well-known routine in any university professor's teaching career, evidence of ongoing reflection on his/her practice. Yet, the 'cuts', 'pastes' 'deletions' and 'insertions' to the action research course over the years do not entail solely structural alterations (adding more updated bibliography, changes in the sequence of the content or a different division of the final grade). Rather, they pertain to

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The rocky road of teachers becoming action researchers

Cited by 39 publications

References 4 publications

Action research: an evolving paradigm?

Action research: an evolving paradigm?

Action research in graduate teacher education: a review of the literature 2000–2015

What have i learned from all this? four years of teaching an action research course: insights of a ‘second order’

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