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Monday, July 20, 2020 | History

2 edition of Using action research for teacher professional development found in the catalog.

Using action research for teacher professional development

Roland Harry Van Oostveen

Using action research for teacher professional development

research in science and technology education

by Roland Harry Van Oostveen

  • 278 Want to read
  • 34 Currently reading

Published .
Written in English

    Subjects:
  • Teachers -- In-service training.,
  • Education -- Research.,
  • Science -- Study and teaching.,
  • Technology -- Study and teaching.

  • About the Edition

    Initial plans for this project called for collaborative action research to be used as a means of providing authenticity to the teacher development process by: (1) giving teacher opportunities to improve their understanding of their subject matter, (2) allowing teachers to improve their own practice, and (3) determining factors which may affect this type of professional development. After some time it became apparent that the collaborative nature of the action research engaged in by the participating teachers needed to be modified. The modified collaboration, termed purposeful action research, was employed through the remainder of the project. Purposeful action reaction can be viewed as a community of teachers who engage in professional development using "purposeful" action research as a means of progressive knowledge building around science (and technology) education.Action research holds the promise of offering science and technology teachers more control of their growth as pedagogical practitioners. However, it appears that teachers need to be exposed to issues that extend beyond the reach of the government imposed curriculum guidelines. During the course of this research project it became clear that purposeful action research was necessary in order to address these issues. This thesis provides a detailed account and a description of the characteristics of purposeful action research in action.Two teams of elementary and secondary science and technology teachers were formed to work within collaborative communities. These teams identified common pedagogical problems that they agreed to use as the focus of their work. Over the four months duration of the project, the teachers worked together to prepare unit plans, organize lessons and share resources.The thesis concludes with a reiteration of the aims of the project and a brief discussion of the implications of the findings for science and technology education, teacher professional development, and educational research.

    Edition Notes

    Statementby Roland Harry van Oostveen.
    The Physical Object
    Pagination1 v. (in various foliations).
    ID Numbers
    Open LibraryOL21660607M
    ISBN 100494076372

      What is action research? Action research is not easily defined. It is a style of research rather than a specific method. First used in by Kurt Lewin, a social scientist concerned with intergroup relations and minority problems in the United States, the term is now identified with research in which the researchers work explicitly with and for people rather than undertake research . A Brief History of Action Research The idea of using research in a “natural” setting to change the way that the researcher interacts with that setting can be traced back to Kurt Lewin, a social psychologist and educator whose work on action research was developed throughout the s in the United States. “Lewin is.

    We have seen the positive effects in relationship building, respectful interactions, and enriched learning experiences. The children, families, teachers, and college student assistants enthusiastically embrace the beautiful content of this book. It serves as quality professional and personal development for all.   Action research plays an important role in the preparation and professional development of teachers and pre-service teachers (Holter & Frabutt, ; Perrett, ). Specifically, action research initiatives are used within teacher education programs on national and international levels; namely, in Australia and in the United States.

    This paper discusses preservice teachers’ use of action research in a Professional Development School setting. Preservice teachers were placed in a PDS site that focuses on internationalizing education and on teaching languages. The teacher candidates were in charge of planning, teaching, and assessing language instruction in their classrooms. Books shelved as professional-development: The Book Whisperer: Awakening the Inner Reader in Every Child by Donalyn Miller, Lean In: Women, Work, and the.


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Using action research for teacher professional development by Roland Harry Van Oostveen Download PDF EPUB FB2

The Action Research Guide for Alberta Teachersis intended to assist classroom teachers and school administrators in the development, implementation and publishing of an action research project. Action research is a strategy educators can use to study educational issues, implement change and document professional Size: KB.

However, professional development via action research can also occur in informal contexts such as discussions between work colleagues, independent reading and research, observations of a. In book: Handbook of Research in Science Education (2nd edition), Edition: second, Chapter: Research on Teacher Professional Development in Science, Editors: N.

Add It to Your Professional Development By Diane DeMott Painter, technology research teacher, Fairfax, Virginia.

Teacher research can be a powerful form of professional development that can change a teacher's practice. But what is it exactly and what does it involve. Teacher research is practical, action-based research.

Action research helps teachers to theorize from teaching practice and experience and redefine teaching as an autonomous form of inquiry.

For more information on action research, consult the ATA document Action Research Guide for Alberta Teachers. Teacher Action Research from George Mason University This site offers information about the teacher research process, including resources for carrying out teacher research studies.

It also contains discussion of current teacher research issues and a comparison of teacher research to other forms of educational research and professional development. Action research can be carried out in a teaching organization to allow teachers to recognize their weaknesses and improve on them in order to increase student experience.

It will also aid in improving the effectiveness of teaching as a measure of making teachers efficiency in imparting knowledge and development on the students. Chapter II, Researching Teachers and Learners, presents research methods that can be used to examine teachers' and learners' attitudes and behaviors: action research, survey research.

In the context of the debate about what works and why, there is a wide range of benefits to researching your own practice, whether directly feeding into improvement through action research or, more broadly, gaining understanding and knowledge on themes of interest and relevance.

This is why research is embedded into initial teacher education. 11 Team teaching 12 Action research Appendix Index v. for further professional development. The teacher-education activities discussed in this book are based on the following assumptions: In any school or educational institution, there are teachers.

Moreover, action research workshops can be used to replace traditional, ineffective teacher inservice training (Barone et al., ) as a means for professional development activities (Johnson, ).

To be effective, teacher inservice training needs to be Hine   Teachers need a variety of professional development skills along with knowledge of their subject matter and experience in order to be an effective teacher.

Likewise, as rapid developments in technology integrate into our day-to-day lives, they affect the way students learn and teachers teach. Teacher Development: Making an Impact viii that teacher education programs do enhance student learning; summarize research on effective teaching and schools; summarize guidelines to assist with the development of more effective teacher education programs; and describe ongoing teacher development programs from different parts of the world.

The general focus of the present study was on the Improving Reading Comprehension Through the use of Higher Order Thinking Skills Activities of the grade III pupils in Baya Elementary School, District of Ragay, Division Of Camarines study covered the PHIL-IRI assessment result of the school year utilizing the post -test.

Action Research is a method of systematic enquiry that teachers undertake as researchers of their own practice. The enquiry involved in Action Research is often visualised as a cyclical process, two examples of which are shown below.

The start of the process is usually an issue or situation that, as a teacher, you want to change. Just as a teacher has to create conditions that support and encourage student success, school districts have to support teachers’ professional development.

Today, professional development runs the gamut from one-shot workshops to more intensive job-embedded professional development, which has teachers learn in the day-to-day environment in which.

Simply put, action research describes a research methodology used to diagnose and address problems. In a school setting, the teacher plays the role of the researcher, and the students represent the study participants.

Action research is a meaningful way for a teacher to find out why students perform the way they do. Practitioner Research and Professional Development in Education. Drawing directly on the work of teachers and other professional trainers concerned with programmes for continuing professional development, this book promotes action research for practitioners so as to develop qualities of critical appraisal and analysis of practice, appropriate to professional.

Becoming a Teacher through Action Research, Third Edition skillfully interweaves the stories of pre-service teaching with the process of action research. This engaging text focuses specifically on the needs of pre-service teachers by providing assistance for all stages of the research experience, including guidance on how to select an area of focus, design a culturally-proficient.

The kind of practitioner research we are presenting in this book – Exploratory Action Research – has been developed with and for secondary school teachers in classes of up to 40 students, where teachers are teaching up to 40 lessons a week.

Process. Action research is an interactive inquiry process that balances problem-solving actions implemented in a collaborative context with data-driven collaborative analysis or research to understand underlying causes enabling future predictions about personal and organizational change.

After six decades of action research development, many methods have evolved. Action research of this kind is a superb form of continuing professional development (CPD).

At the heart of any good CPD is a process of reflection whereby teachers adapt their practice in the. the continuing professional development of teachers, and the contexts in which this occurs. Using a range of international research and development work, the book discusses how personal and professional contexts promote and inhibit improvement in teaching.

It examines the effects of school leadership.