Examining the Experiences of Three Generations of Teacher Researchers through Collaborative Science Teacher Inquiry

Autor/inn/en	Capobianco, Brenda M.; Lincoln, Susan; Canuel-Browne, Donna; Trimarchi, Ruth
Titel	Examining the Experiences of Three Generations of Teacher Researchers through Collaborative Science Teacher Inquiry
Quelle	In: Teacher Education Quarterly, 33 (2006) 3, S.61-78 (18 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0737-5328
Schlagwörter	Action Research; Science Teachers; Teacher Researchers; Secondary School Science; Inquiry; Phenomenology; Special Education; Inclusive Schools; Cohort Analysis; Teamwork; Teacher Collaboration; Research Methodology; Scientific Methodology + Suchen Sie Ihr Suchwort? Projektforschung; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Lehrerforschung; Phenomenological psychology; Phänomenologie; Psychologie; Special needs education; Sonderpädagogik; Sonderschulwesen; Inclusive school; Integrative Schule; Kohortenanalyse; Lehrerkooperation; Research method; Forschungsmethode
Abstract	The purpose of this article is to examine the teacher research movement from the perspective of three generations of teacher researchers within the context of a unique collaborative science teacher action research group. The question that guided the study was the following: In what ways do three generations of science teachers perceive their experiences as researchers in a collaborative action research project on inclusive pedagogy? In this model for a collaborative action research group, there were three generations of teacher researchers. The first generation included a university researcher who had completed graduate work in teacher action research, conducted action research as a practicing middle school science teacher and as a university instructional consultant, and co-facilitated collaborative action research groups. The second generation included three science teachers who had completed a graduate course in action research where they identified the major components of the research process, examined different models for action research, and conducted action research within their own practice. The third generation consisted of eight science teachers who were new to action research. As a group of multigenerational teacher researchers, they collectively shared the same ultimate goals: (1) to improve their own practice by conducting action research; and (2) to learn more about inclusive forms of pedagogy as a way of making science accessible for all students. Findings from this study suggest that for collaborative action research to be effective at empowering teachers, teachers need to join with other passionate teachers to explore ways to voice freely their concerns, develop action plans, and enact their plans for change. Groups must be configured so that they include teachers who have alternative thoughts, ideas, and perspectives on teaching and learning. Additionally, teacher researchers must be given collective authority to establish routines, negotiate an agenda, question different methodologies, and explore concerns related to coming to know the value of action research. By providing these conditions, collaborative action research will have a significant and lasting effect on professional practice. (ERIC).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10