Collaborative Action Research in the Context of Developmental Work Research: A Methodological Approach for Science Teachers' Professional Development

Autor/inn/en	Piliouras, Panagiotis; Lathouris, Dimitris; Plakitsi, Katerina; Stylianou, Liana
Titel	Collaborative Action Research in the Context of Developmental Work Research: A Methodological Approach for Science Teachers' Professional Development
Quelle	In: World Journal of Education, 5 (2015) 6, S.74-80 (7 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1925-0746
Schlagwörter	Action Research; Science Teachers; Faculty Development; Case Studies; Developmental Continuity; Teacher Student Relationship; Science Instruction; Classroom Communication; Teacher Researchers; Teacher Collaboration; Educational Strategies; Training Methods; Discourse Analysis; Teaching Methods; Elementary Secondary Education; Foreign Countries; Greece (Athens) + Suchen Sie Ihr Suchwort? Projektforschung; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Case study; Fallstudie; Case Study; Entwicklungsprozess; Teacher student relationships; Lehrer-Schüler-Beziehung; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Klassengespräch; Lehrerforschung; Lehrerkooperation; Lehrstrategie; Didaktik; Trainingsmaßnahme; Diskursanalyse; Teaching method; Lehrmethode; Unterrichtsmethode; Ausland
Abstract	The paper refers to the theoretical establishment and brief presentation of collaborative action research with the characteristics of "developmental work research" as an effective methodological approach so that science teachers develop themselves professionally. A specific case study is presented, in which we aimed to transform the basically monologic discourse of teacher-pupil interactions to a more collaborative, investigative one by engaging teachers-researchers in the analysis of their own discourse practices. The engagement of teachers-researchers in collaborative action research and, more specifically, in the analysis of their own discourse and the way they worked with, collaborated with and guided their pupils in science lessons proved to be an educationally creative, effective process in their training. The study and analysis of the data, which took place after the active participation of the teachers-researchers, showed that that teachers and pupils can develop desired, collaborative, dialogic skills and meta-skills on the basis of utilizing certain strategies. The most significant strategy, which was utilized during collaborative action research, was discourse analysis not only as a study tool of social school reality but also as a training, reflective, meta-didactic tool. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01