Teachers' Development of Professional Knowledge through Action Research and the Facilitation of This by Teacher Educators

Autor/inn/en	Ponte, Petra; Ax, Jan; Beijaard, Douwe; Wubbels, Theo
Titel	Teachers' Development of Professional Knowledge through Action Research and the Facilitation of This by Teacher Educators
Quelle	In: Teaching & Teacher Education: An International Journal of Research and Studies, 20 (2004) 6, S.571-588 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0742-051X
DOI	10.1016/j.tate.2004.06.003
Schlagwörter	Professional Development; Teacher Educators; Case Studies; Action Research; Ideology; Knowledge Base for Teaching + Suchen Sie Ihr Suchwort? Teacher education; Education; Lehrerausbildung; Lehrerbildung; Case study; Fallstudie; Case Study; Projektforschung; Ideologie; Teaching theory; Theory of teaching; Unterrichtstheorie
Abstract	This article describes the design and results of a descriptive and explorative case study into the development of professional knowledge by teachers through action research and the facilitation of this by teacher educators. The theoretical framework of the study links the Anglo-Saxon Action Research tradition and the German "Allgemeine Didaktik." It distinguishes three domains of knowledge: "ideological," the domain of educational norms, values and objectives; "empirical," the domain of connections between phenomena in educational reality; and "technological," the domain of educational methods, techniques and strategies. Seven groups of teachers at six schools participated in the study. Teacher educators facilitated them over a period of two years. The findings indicate that left to themselves, teachers tended to develop knowledge mainly in the technological domain and rarely in the empirical and ideological domains of knowledge. The findings also show, however, that the more attention facilitators paid to all three domains of knowledge, the more teachers started to develop knowledge in those domains. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10