Action-research-in-action-Paper-3-as-an-example.ppt

Actionresearchinaction:Paper3asanexample,GUYongqiVictoriaUniversityofWellingtonpeter.guvuw.ac.nz,Koutselini,M.(2008).Participatoryteacherdevelopmentatschools:Processesandissues.ActionResearch,6(1),29-48.,Inthiswholeclasssession,Part1:Yourinterpretationofpaper3Part2:Lookingforactionresearchfeaturesinpaper3Part3:Writingupactionresearch,Part1,Yourinterpretationofpaper3,Whatarethequestions?Whyisthestudynecessary?Howisthestudydescribedinthispaper?（Purpose,participants,procedures,dadaanalysis?）Whataretheconceptualchangesintheteachers?,Researchquestions,Whatreflectiveprocesseswillpromoteteacherself-evaluation,understandinganddevelopment?Howdoteachersimplicitlyunderstandschool-basedcurriculumdevelopment?Howdoteachersconceptualisetheirroleascurriculumdevelopers?Howcanteachersunderstandandvaluetheprocessesofreflectivedevelopment?,Part2,Lookingforactionresearchfeaturesinpaper3,Actionresearchinsimpleterms,Theactionresearchcycle,Paper3:theaimofthestudyWhatconceptionchanges?,Fromtraditionalinstrumental,positivistparadigmofteacherdevelopmentwhereexpertiseaboutwhattoteachandhowtoteachcomesfromexternalsourcesandisimposeduponteachersthruteachertrainingTothereflectiveparadigmofteacherdevelopmentorteacherempowerment,whereteachersworktogetherandthinkforthemselves,Participants,16teachers,oneinspector,2principalsResearchers(author+3graduatestudents),Reflectionwasdonethrough,Weeklymeetings.3roundsofmeetingspresented.Duringthesemeetings,participantsdiscussedProblemsIdeasActionsReflectionsNewactionDiaryofeventsandthoughtsaftereachmeeting,Threecyclesofmeetingsasawaytobringaboutdesiredchanges,Cycle1(3meetings):focusingoncollaborativeproblemidentificationProblem:TslackoftrustforeachotherSolution:smallgrpdiscussionandethosbuildingCycle2(4meetings):focusingoncollaborativedecisionmakingandplanningforactionProblem:TsprefertobetoldwhattodoCycle3(4meetings):focusingonplanningfurtheraction,Actionresearchfeatures,ParticipantinvolvementWhoweretheresearchers?Whoweretheagentsofaction?Whosepurposes?whoseactions?Whosereflections?Forwhoseimprovement?ProblemidentificationWhatwastheresearchproblem(s)?Whohadtheseproblemsandneededsolution?Dynamic,cyclicalprocessWhatexactlywasdone?Stepbystepprocedures?TargetedchangesWhatwerethedesiredchangesasaresultofcriticalactionandreflection?Whatmonitoring/evaluativeprocedureswereinvolved?Towhatextentwastheproblemresolved?NextroundofactionsandreflectionsWhatfurtheractionswereproposed?Isthisatypicalactionresearchproject?Whyorwhynot?,Twoactionresearchprojectsinone,The“participant”outsider:anaggingissuewithAR,“Howevermuchtherhetoricchangestoparticipation,participatoryresearch,communityinvolvementandthelike,attheendofthedaythereisstillanoutsiderseekingtochangethings.whotheoutsiderismaychangebuttherelationisthesame.Astrongerpersonwantstochangethingsforapersonwhoisweaker.Fromthispaternaltrapthereisnocompleteescape.”Chambers1983,Part3,Writingupactionresearch,Writingupactionresearch:Theroleoftheories,Whytheory?Whattheoreticalframeworkwasusedinthisreport?EmancipationvsinstrumentalknowledgeContextualised,situatedlearningARinteacherdevelopment,Writingupactionresearch:Paper3,Whatwastheoverallmessagetheauthorwastryingtoconvey?Hasthemessagebeenclearlyandconvincinglypresented?Whyorwhynot?,Paper3asaresearchreport,Howwasthisreportorganised?Doyoulikethisorganisation?Howwouldyouw