ActionresearchinactionPaperasanexamplePPT教学课件

1、Koutselini, M. (2008). Participatory teacher development at schools: Processes and issues. Action Research, 6(1), 29-48.第1页/共21页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页/共21页Part 1Your

2、 interpretation of paper 3第3页/共21页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页/共21页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页/共21页Part 2Looking for action research features in paper 3第6页/共21页Action research in simple termsAction is systematic

5、ally researched, for the purpose of improving future action第7页/共21页The action research cyclePlan for changeActObserveReflect 第8页/共21页Paper 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页/共21页Participants 16 teachers, one inspector, 2 principals Researchers (auth

7、or + 3 graduate students)第10页/共21页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页/共21页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页/共21页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页/共21页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页/共21页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页/共21页Part 3Writing up action research第16页/共21页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页/共21页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页/共21页Paper 3 as a research report How was this report organised? Do you like this organisation? How would you w