Quality in action research for classroom development.

Autor/in	Altrichter, Herbert
Titel	Quality in action research for classroom development.
Quelle	Aus: Ralle, Bernd (Hrsg.); Eilks, Ingo (Hrsg.): Quality in practice-oriented research in science education. Aachen: Shaker (2004) S. 5-15Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Sammelwerksbeitrag
ISBN	3-8322-3076-9
Schlagwörter	Didaktik; Methodik; Unterrichtsforschung; Unterricht; Österreich
Abstract	The paper argues that results from PISA and TIMSS indicate a growing need for instructional development work which (i) must also take into account and include the reasoning and experiences of practitioners and (ii) the products of which must be implemented in a way which stimulates professional learning of teachers (rather than hindering it by producing aversive affects). Both tasks are in need of a sound and realistic concept of professional learning of teachers. The concept of Action Research (or teacher research) - as has been developed by the work of Lawrence Stenhouse and John Elliott in UK curriculum projects beginning from the 1970s - provides such an image of professional learning. In the second section of the paper Schön's (1983) image of 'The Reflective Practitioner' is examined as an example for the theoretical resources which laid the ground for Action Research-based development projects and in-service courses. It is argued that quality in Action Research is achieved by building on and enhancing a mode of reflective professional action such as has been described by Schön. From this concept of 'reflective practice' a set of rules of thumb which may give an appropriate guideline for doing quality classroom Action Research and development is derived in the section three of the paper.
Erfasst von	Externer Selbsteintrag
Update	2007/1