Developing a pedagogy of opportunity for students and their teachers: Navigations and negotiations in insider action research  

Oleh:

Ravitch, Sharon M. ; Wirth, Kathleen

Jenis: Article from Journal - e-Journal
Dalam koleksi: Action Research vol. 5 no. 1 (Mar. 2007), page 75-91.
Topik: practitioner research; reflexivity; role negotiation; school-wide action research; teacher research
Fulltext: 75AR51.pdf (134.77KB)

Isi artikel

This article examines an action research study of a collaboratively constructed professional development program for teachers in an urban elementary school. Through the use of qualitative and quantitative methods, Wirth, a teacher and Literacy Leader for over 25 years within the research setting, studied the structure and process of this initiative and explored the issues that emerged from her work as an insider action researcher. The article examines this research process in order to explore the systemic, institutional, personal, and professional implications of engaging in school-based, practitioner-driven research that works within an action research paradigm. Key themes discussed are: 1) the contextual, relational, and systemic issues of insider action research in terms of negotiating roles as a colleague, researcher, and school leader; 2) navigating the practical and ideological spaces between facilitating change and not imposing beliefs and values; and 3) reflexivity and methodological adaptations around issues of power and authority.

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