Towards teachers' professional autonomy through action research

Abstract

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 Araucanía, 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. Some results obtained in the reflection stages are presented, discussed and interpreted from the information coming from documented tests, participant observation, and deep interviews. Finally, the conclusions drawn from the research findings are presented.

Evidence‐based practice and teacher action‐research: a reflection on the nature and direction of ‘change’

“…The role of the teacher is to engage in practical deliberation and reflection in order to: ‘make the best decisions concerning the meanings that educational values must acquire’ (Bustingorry, , p. 407). Bustingorry locates action‐research at the heart of this process, as a means of addressing the ongoing reality of teachers confronted with complex educational problems, which are neither explicable by existing knowledge nor soluble by standard solutions.…”

Promoting EFL learners’ exposure to multiculturalism using Skype in the classroom – a case study

“…These actions are repeated for the connections in every month. However, it shows no clear starting points of planning, teaching, self-reflecting and modifying as in the stages of planning, action, observation, and reflection in Bustingorry (2008), in which observation was conducted during the connections with other classrooms through Skype and it was a minor action during the teaching practices.…”

Traditional Classrooms Transformed into Modern School Environments through Collaborative Action Research

“…It's "a form of self -reflective research undertaken by participants, in social situations, in order to improve educational practices and understand practices and situations that occur" [8] (p.162). Action research has its basis on Aristotle's view, according to which the "crucial point that leads to truth is not the theoretical knowledge, but knowledge in practice" [5] (p.407). The term "praxis" used by Aristotle, contrasts the term "theory", defining practice as the art to act in the existing conditions in order to change them.…”

“…Teachers face problems, which are specific in each situation. So, it is necessary to define the problem, that "in a complex environment demands a type of thought, arising from reflection and then to carry out the most suitable performance" [5] (p.408).…”