A Self-Study Using Action Research: Changing Site Expectations and Practice Stereotypes

Autor/in	Casey, Ashley
Titel	A Self-Study Using Action Research: Changing Site Expectations and Practice Stereotypes
Quelle	In: Educational Action Research, 20 (2012) 2, S.219-232 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0965-0792
DOI	10.1080/09650792.2012.676287
Schlagwörter	Action Research; Educational Change; Reflective Teaching; Teaching Methods; Stereotypes; Longitudinal Studies; Praxis; Physical Education; Curriculum Design; Theory Practice Relationship; Foreign Countries; Elementary School Students; Males; Qualitative Research; Teacher Attitudes; Teacher Student Relationship; Student Attitudes; Instructional Innovation; Ethnography; Personal Narratives; Expectation; Social Theories; Teaching Models; Autobiographies; Criticism; Physical Education Teachers; United Kingdom (England) + Suchen Sie Ihr Suchwort? Projektforschung; Bildungsreform; Teaching method; Lehrmethode; Unterrichtsmethode; Klischee; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Körpererziehung; Sportunterricht; Lehrplangestaltung; Theorie-Praxis-Beziehung; Ausland; Male; Männliches Geschlecht; Qualitative Forschung; Lehrerverhalten; Teacher student relationships; Lehrer-Schüler-Beziehung; Schülerverhalten; Educational Innovation; Bildungsinnovation; Ethnografie; Erlebniserzählung; Expectancy; Erwartung; Gesellschaftstheorie; Lehrmodell; Autobiography; Autobiografie; Autobiographie; Kritik; Physical education; Physical training; Teacher; Teachers; Sportlehrer
Abstract	Practice is not created and developed by individual teachers but is subject to what Kemmis and Grootenboer called "extra-individual conditions" and cultural histories. The "expectations" around teaching do much to create stereotypes and conformity around how to teach and how to act in schools. This paper explores a teacher's longitudinal self-study of pedagogical and curricular change through reflective practice and "insider" action research. The findings show that pedagogical and curricular change is more than a personal desire to do something differently. Instead, it is a process of acknowledging expectation--student, teacher, institutional, and subject--and finding ways of working within, around and between these. Furthermore, insider action research is shown as a tool for positioning the practitioner in the "betweenness" of theory and practice. However, the paper concludes that while insider action research is a vital ingredient in sustained curriculum renewal, it needs to be hand-in-hand with collaboration with significant others inside and/or outside the school, and it needs to engage in a critique of the extra-individual conditions as part of the reflective process. (Contains 1 figure.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10