ActionresearchinactionPaperasanexamplePPT教學(xué)課件

1、Koutselini, M. (2008). Participatory teacher development at schools: Processes and issues. Action Research, 6(1), 29-48.第1頁(yè)/共21頁(yè)In this whole class sessionPart 1: Your interpretation of paper 3Part 2: Looking for action research features in paper 3Part 3: Writing up action research第2頁(yè)/共21頁(yè)P(yáng)art 1Your

2、 interpretation of paper 3第3頁(yè)/共21頁(yè)1.1.What are the questions?What are the questions?2.2.Why is the study necessary?Why is the study necessary?3.3.How is the study described in this paper?How is the study described in this paper?4.4. （Purpose, participants, procedures, dada analysis?Purpose, particip

3、ants, procedures, dada analysis?）5.5.What are the conceptual changes in the teachers?What are the conceptual changes in the teachers?第4頁(yè)/共21頁(yè)Research questions1.What reflective processes will promote teacher self-evaluation, understanding and development? 2.How do teachers implicitly understand scho

4、ol-based curriculum development?3.How do teachers conceptualise their role as curriculum developers?4.How can teachers understand and value the processes of reflective development?第5頁(yè)/共21頁(yè)P(yáng)art 2Looking for action research features in paper 3第6頁(yè)/共21頁(yè)Action research in simple termsAction is systematic

5、ally researched, for the purpose of improving future action第7頁(yè)/共21頁(yè)The action research cyclePlan for changeActObserveReflect 第8頁(yè)/共21頁(yè)P(yáng)aper 3: the aim of the studyWhat conception changes? From traditional instrumental, positivist paradigm of teacher development where expertise about what to teach and

6、 how to teach comes from external sources and is imposed upon teachers thru teacher training To the reflective paradigm of teacher development or teacher empowerment, where teachers work together and think for themselves 第9頁(yè)/共21頁(yè)P(yáng)articipants 16 teachers, one inspector, 2 principals Researchers (auth

7、or + 3 graduate students)第10頁(yè)/共21頁(yè)Reflection was done through Weekly meetings. 3 rounds of meetings presented. During these meetings, participants discussed Problems Ideas Actions Reflections New action Diary of events and thoughts after each meeting第11頁(yè)/共21頁(yè)Three cycles of meetings as a way to brin

8、g about desired changes Cycle 1 (3 meetings): focusing on collaborative problem identification Problem: Ts lack of trust for each other Solution: small grp discussion and ethos building Cycle 2 (4 meetings): focusing on collaborative decision making and planning for action Problem: Ts prefer to be t

9、old what to do Cycle 3 (4 meetings): focusing on planning further action第12頁(yè)/共21頁(yè)Action research features Participant involvement Who were the researchers? Who were the agents of action? Whose purposes? whose actions? Whose reflections? For whose improvement? Problem identification What was the rese

10、arch problem(s)? Who had these problems and needed solution? Dynamic, cyclical process What exactly was done? Step by step procedures? Targeted changes What were the desired changes as a result of critical action and reflection? What monitoring/evaluative procedures were involved? To what extent was

11、 the problem resolved? Next round of actions and reflections What further actions were proposed? Is this a typical action research project? Why or why not?第13頁(yè)/共21頁(yè)Two action research projects in onePurpose of Action research projectResearcher participantsTo empower teachers by bringing about change

12、s in conceptions of teaching and learningOther participants (teachers, principals, and inspector)To reflect on their own teaching practices and improve their teaching第14頁(yè)/共21頁(yè)The “participant” outsider: a nagging issue with AR“However much the rhetoric changes to participation, participatory researc

13、h, community involvement and the like, at the end of the day there is still an outsider seeking to change things. who the outsider is may change but the relation is the same. A stronger person wants to change things for a person who is weaker. From this paternal trap there is no complete escape.”Cha

14、mbers 1983第15頁(yè)/共21頁(yè)P(yáng)art 3Writing up action research第16頁(yè)/共21頁(yè)Writing up action research: The role of theoriesWhy theory?What theoretical framework was used in this report? Emancipation vs instrumental knowledge Contextualised, situated learning AR in teacher development第17頁(yè)/共21頁(yè)Writing up action research: Paper 3What was the overall message the author was trying to convey? Has the message been clearly and convincingly presented? Why or why not?第18頁(yè)/共21頁(yè)P(yáng)aper 3 as a research report How was this report organised? Do you like this organisation? How would you w