Purposeful Action Research: Reconsidering Science and Technology Teacher Professional Development

Autor/in	vanOostveen, Roland
Titel	Purposeful Action Research: Reconsidering Science and Technology Teacher Professional Development
Quelle	In: College Quarterly, 20 (2017) 2, (40 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1195-4353
Schlagwörter	Action Research; Faculty Development; Participatory Research; Science Teachers; Technology Education; Communities of Practice; Qualitative Research; Meetings; Journal Writing; Computer Mediated Communication; Beliefs; Scientific Principles; Knowledge Base for Teaching; Facilitators (Individuals); Training Methods; Elementary Secondary Education; Foreign Countries; Semi Structured Interviews; Canada + Suchen Sie Ihr Suchwort? Projektforschung; Forschungstätigkeit; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Technisch-naturwissenschaftlicher Unterricht; Community; Qualitative Forschung; Meeting; Tagung; Zeitschriftenaufsatz; Computerkonferenz; Belief; Glaube; Teaching theory; Theory of teaching; Unterrichtstheorie; Didaktik; Trainingsmaßnahme; Ausland; Kanada
Abstract	Initial plans for this project arose from a need to address issues of professional development of science and technology teachers that went beyond the norm available within school board settings. Two teams of 4 teachers responded to an invitation to participate in a collaborative action research project. Collaborative action research was chosen in order to address issues of inadequate teacher interaction around pedagogical structures and processes, insufficient opportunities to access and add to the professional knowledge base and a perceived lack of teacher control of the teaching environment enabling them to make decisions that they consider appropriate for their local classrooms, schools and students. Early in the project, 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, allowed the teachers to grow in a number of dimensions of action research. The article concludes with a number of recommendations for those hoping to employ a similar methodology. (As Provided).
Anmerkungen	Seneca College of Applied Arts and Technology. 1750 Finch Avenue East, Toronto, Ontario M2J 2X5, Canada. Tel: 416-491-5050; Fax: 905-479-4561; Web site: http://www.collegequarterly.ca
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01