Journal Articles

Participatory teacher development at schools: Processes and issues

---

This article describes an action research study on reflective development at school and discusses methodological
and pedagogical issues arising from teacher beliefs and expectations. Teachers and researchers participated in
four cooperative cycles of inquiry, where situated learning and reflection supported their conceptual change and
meaning-making. Teachers underwent a gradual shift from imposed, predefined teaching and learning to reflective collaboration and response to different needs of different students, while researchers gained a contextualized understanding of teachers' attitudes and beliefs about teaching and learning and examined their own and the teachers' roles as action researchers. Issues related to school ethos, teachers' defensive attitudes and trust-building among teachers are discussed in light of the reflective paradigm of participants' development.

---

Availability

No copy data

Detail Information

Series Title

Action Research

Call Number

-

Publisher

California : Sage Publications., 2008

Collation

-

Language

English

ISBN/ISSN

1476-7503

Classification

-

Content Type

-

Media Type

-

Carrier Type

-

Edition

Vol. 6, No. 1, March 2008. Page 29-48

Subject(s)

Education
action research
Change of teachers' implicit knowledge and belief
Reflective paradigm of teacher development
Participatory teacher development at schools

Specific Detail Info

-

Statement of Responsibility

-

Other version/related

File Attachment

Comments

---

You must be logged in to post a comment