"Seeing the Trees Not Just the Wood": Steps and Not Just Journeys in Teacher Action Research

Autor/in	Casey, Ashley
Titel	"Seeing the Trees Not Just the Wood": Steps and Not Just Journeys in Teacher Action Research
Quelle	In: Educational Action Research, 21 (2013) 2, S.147-163 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0965-0792
DOI	10.1080/09650792.2013.789704
Schlagwörter	Prior Learning; Action Research; Cooperative Learning; Intervention; Teaching Methods; Diaries; Educational Change; Track and Field; Physical Education; Physical Education Teachers; Curriculum Development; Teacher Researchers; Educational Research; Reflection; Interviews; Observation; Student Motivation; Males; Instructional Effectiveness; Foreign Countries; Secondary Education; Secondary School Students; Student Centered Curriculum; United Kingdom (England) + Suchen Sie Ihr Suchwort? Vorkenntnisse; Projektforschung; Kooperatives Lernen; Teaching method; Lehrmethode; Unterrichtsmethode; Diary; Tagebuch; Bildungsreform; Athletics; Leichtathletik; Körpererziehung; Sportunterricht; Physical education; Physical training; Teacher; Teachers; Sportlehrer; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Lehrerforschung; Bildungsforschung; Pädagogische Forschung; Interviewing; Interviewtechnik; Beobachtung; Schulische Motivation; Male; Männliches Geschlecht; Unterrichtserfolg; Ausland; Sekundarbereich; Sekundarschüler
Abstract	Either action research by teachers uses the approach as a methodology to examine pedagogical change in a single intervention or it is used as means of understanding a journey of change. In contrast, this paper examines the significant impact of using action research in a second cycle of learning in the same context and with the same participants. Employing a number of data-gathering tools (reflective journals, unit diaries, post-cycle reflective analyses, student interviews and observations) this paper examines the residual and emergent effects of cooperative learning on the participants in a second, sequential unit of track and field athletics taught a year after the first intervention. It suggests that learning was both academic and social, and that participants felt the unit built on their prior learning about track and field because it was progressive, motivational and student-centred. The paper concludes by suggesting that, in seeking to understand a teacher's pedagogical and curricular change process, we need to intersperse research that focuses on the journey toward change with research that explores the individual processes of change. (Contains 1 table.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10