Promoting quality for teacher action research: lessons learned from science teachers' action research  

Oleh:

Capobianco, Brenda M. ; Feldman, Allan

Jenis: Article from Journal
Dalam koleksi: Educational Action Research vol. 14 no. 04 (Dec. 2006), page 497–512.
Topik: Action Research; Community Of Practice; Pedagogy; Quality In Action Research; Science Teachers’ Action
Fulltext: 54388__759320027.pdf (106.75KB)

Isi artikel

In this article we explore the concept of quality in teacher action research by re-examining our participation with science teachers in several different collaborative action research projects. We conducted second-order action research and generated a series reflexive conditions for promoting and ensuring quality action research. We assert that a collaborative action research group must function as both a community of practice and an epistemic community if both practice is to be improved and knowledge and understanding is to be generated. In addition, teacher researchers must have a thorough grounding of the nature of action research and knowledge of appropriate research methods. The framework we have outlined only goes as far as suggesting a possible set of guidelines or conditions, and is not intended to be prescriptive. For others researchers, teacher educators and practitioners, this framework may serve as a starting point to draw from when establishing and facilitating their own action research projects.

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