A collaborative action research approach to professional learning

Bleicher, Robert E.

doi:10.1080/19415257.2013.842183

Cited by 47 publications

(47 citation statements)

References 49 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…The ways in which the collaborative action research facilitated the development of inclusive practices and thinking relate to three interrelated areas: teacher collaboration, reflective practice and student active participation. Similar to Bleicher's (2014) theoretical model,…”

Section: Discussionmentioning

confidence: 84%

“…The benefits of collaborative action research on teacher professional development or professional learning has been highlighted in previous studies (Bleicher, 2014;Butler and Schnellert, 2012;Feldman, 1999;Fernandez-Díaz, Calvo and Rodríguez-Hoyos, 2014;Jaipal and Figg, 2011;Levin and Rock, 2003;Vaino, Holbrook and Rannikmae, 2013). Hadfield and Haw (2001) have rightly argued that 'when we talk of collaborative action research in the classroom we still seem to mean research that goes on between teachers, rather than between teachers and their pupils' (p. 486).…”

Section: Discussionmentioning

confidence: 99%

See 1 more Smart Citation

Collaborative action research: facilitating inclusion in schools

Messiou

2018

Educational Action Research

View full text Add to dashboard Cite

This paper explores the ways in which collaborative action research can facilitate the development of inclusive practices and thinking in schools. The paper uses examples from a study that involved three countries and eight secondary schools to illustrate how the process of collaborative action research promoted inclusive thinking and practices.The study combined a well-established approach of professional development -lesson study -and a framework for engaging with the views of students. This led to a distinctive model of teacher professional development that has at its core the idea of engaging with the views of students.Thematic analysis of data collected from all the settings over three years, highlighted three ways in which collaborative action research led to the promotion of inclusive practices and thinking in schools: through teacher collaboration; through the development of reflective practice; and through student active participation. It is argued that what was distinctive through the process was the fact that collaboration occurred between adults and students, something that is less evident in the collaborative action research literature. Through this process inclusive thinking and practices were developed.

show abstract

Section: Discussionmentioning

confidence: 84%

Section: Discussionmentioning

confidence: 99%

Collaborative action research: facilitating inclusion in schools

Messiou

2018

Educational Action Research

View full text Add to dashboard Cite

show abstract

“…There were strong arguments for this to be used instead of professional development and hindsight has made these arguments even more relevant. In the same way as the term 'in-service education' was preferred to the narrower 'in-service training', the term 'professional learning' was being used in forward-looking educational systems -for example, in Australia (see Wells 2014) and in the USA (see Bleicher 2014). More recently, the term 'career-long professional learning', abbreviated as CLPL, has been introduced formally in Scotland and is now part of the language of policy and professional activity (Education Scotland 2014).…”

Section: Editorialmentioning

confidence: 99%

Professional learning or professional development? Or continuing professional learning and development? Changing terminology, policy and practice

O’Brien

Jones

2014

Professional Development in Education

View full text Add to dashboard Cite

“…El aprendizaje profesional docente se ha definido tradicionalmente como el conjunto de experiencias de aprendizaje formales, organizadas y diseñadas para ayudar a los profesores a desarrollar nuevas habilidades, reflexiones sobre pedagogía y acerca de su práctica, y para explorar nuevos entendimientos de contenidos y recursos (BLEICHER, 2014). Los estudios más recientes de aprendizaje profesional docente conciben a los maestros como aprendices independientes, enfatizando el protagonismo que ellos mismos tienen para cambiar sus bases de conocimientos, sus creencias y su práctica; y esta noción del maestro como aprendiz privilegia enfoques de formación basados en la investigación y en el aprendizaje a lo largo de la vida (BLEICHER, 2014).…”

Section: El Aprendizaje Profesional Docenteunclassified

Experiencias de aprendizaje profesional docente en MOOC

et al. 2020

View full text Add to dashboard Cite

En los últimos años, los Cursos en Línea, Masivos y Abiertos (MOOC) se han convertido en importantes escenarios para el aprendizaje profesional de los maestros. En este contexto, se tuvo el objetivo de comprender las experiencias de aprendizaje profesional que un grupo de docentes de educación primaria en México vivenció en el conjunto de MOOC denominados “Colección de Aprendizajes Clave”. Se utilizó el método de investigación cualitativo y como instrumento se aplicó una entrevista semiestructurada a 17 profesores en servicio. Los hallazgos sobre las experiencias de aprendizaje de los profesores se categorizaron en: (1) interacción con la propuesta didáctica de los MOOC; y (2) finalización o abandono de los MOOC. Dentro de la primera categoría, se detallan los elementos didáctico-pedagógicos que caracterizaron la construcción de los aprendizajes de los maestros, como lo son: actividades, interacción entre los participantes, recursos para aprender y esquemas de evaluación. En la segunda categoría, se resaltan las motivaciones y habilidades que favorecieron que algunos profesores finalizaran los MOOC, y cómo la ausencia de algunas de ellas influyó en el abandono de los cursos por parte de otros maestros; el compromiso con la labor docente fue una motivación identificada, y dentro de las habilidades se resaltaron las digitales, las de autorregulación y las de gestión del tiempo. Estos resultados son de utilidad para favorecer la construcción de ambientes en línea, masivos y abiertos que fomenten el aprendizaje profesional de los maestros.

show abstract

A collaborative action research approach to professional learning

Cited by 47 publications

References 49 publications

Collaborative action research: facilitating inclusion in schools

Collaborative action research: facilitating inclusion in schools

Professional learning or professional development? Or continuing professional learning and development? Changing terminology, policy and practice

Experiencias de aprendizaje profesional docente en MOOC

Contact Info

Product

Resources

About