Using a Critical Reflection Framework and Collaborative Inquiry to Improve Teaching Practice: An Action Research Project

Autor/in	Briscoe, Patricia
Titel	Using a Critical Reflection Framework and Collaborative Inquiry to Improve Teaching Practice: An Action Research Project
Quelle	In: Canadian Journal of Action Research, 18 (2017) 2, S.43-61 (19 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1925-7147
Schlagwörter	Reflection; Action Research; Inquiry; Models; Teaching Methods; Cooperative Learning; Elementary School Teachers; Foreign Countries; Research Projects; Faculty Development; Teacher Collaboration; Academic Achievement; Reflective Teaching; Participatory Research; Grade 4; Grade 5; Grade 6; Canada + Suchen Sie Ihr Suchwort? Projektforschung; Analogiemodell; Teaching method; Lehrmethode; Unterrichtsmethode; Kooperatives Lernen; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Ausland; Forschungsvorhaben; Lehrerkooperation; Schulleistung; Forschungstätigkeit; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; School year 06; 6. Schuljahr; Schuljahr 06; Kanada
Abstract	This action research reports on a three-year collaborative learning process among three teachers. We used current literature and a critical reflection framework to understand why our teaching approaches were not resulting in increased student learning. This allowed us to examine our previously unrecognized and uninterrupted--and often, problematic--beliefs and values. Our findings revealed key barriers related to unexamined judgments, beliefs, assumptions, and expectations that affected our ability to facilitate effective learning. This encouraged conceptual change and led to a transformation in our teaching practice: We became more socioculturally responsive teachers. Our findings led us to conclude that professional learning needs to move beyond the acquisition of skills and strategies, and include the critical reflection necessary to deconstruct problematic beliefs and thoughtpatterns that can impede student learning. (As Provided).
Anmerkungen	Canadian Association for Action Research in Education. 260 Dalhousie Street Suite 204, Ottawa, ON KIN 7E4, Canada. Tel: 705-474-3450; Fax: 705-474-1947; e-mail: cjar@nipissingu.ca; Web site: http://cjar.nipissingu.ca
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01