Action research as a school-based strategy in intercultural professional development for teachers

Ciges, Auxiliadora Sales; Traver, Joan; García, Rafaela

doi:10.1016/j.tate.2011.03.002

Cited by 62 publications

(49 citation statements)

References 25 publications

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“…Postholm and Moen (2009) refer to a project in which the teachers mainly saw theory as something that was directly applicable to their own teaching, while the collaborating researchers, in contrast, understood theory as general explanatory models within a larger context. This is comparable to Sales et al's (2011) study of a similar research project, which made visible teachers' initially sceptical attitudes towards the value of expertise and theory for their daily work. Consequently, constraints related to change might be expected to be even more delicate when teachers, as in the case of this article, are encouraged to explore sociological matters, evoking as they do issues of potential controversy.…”

Section: Previous Researchsupporting

confidence: 71%

“…The project was dependent on the teachers' approval of its theoretical prerequisites. Whereas a common suggestion from previous research is to give teachers more time for reflection (see Olin, 2009;Sales et al, 2011), this study suggests solutions that go beyond time and move towards further explorations of teachers' collective attitudes and familiarity with the fact that the school is not a neutral place, but, inevitably, a political one.…”

Section: Discussionmentioning

confidence: 57%

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When Teachers are Confronted with Ideological Aspects of Their Profession

Norlund

2014

Policy Futures in Education

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This article falls within the research area of school development. It also takes into account neo-liberal tendencies, such as they have been approached in educational research. The article takes as its starting point a development project that began when four rural secondary schools turned to their regional university for scientific support. It seems to be a general fact that more and more schools are turning to universities for help as a result of being subjected to ranking lists -i.e. a neo-liberally oriented phenomenon. School development work has proven difficult in general terms, and current tendencies, the author argues, risk reinforcing these difficulties. The urgent practical needs of schools risk colliding with the critical interests of academia. This, the author argues, is a problem that needs further exploration. The aim of this article is to explore responses from teachers towards a specific activity that encouraged them to take an objective look at their day-to-day practices, and to relate teaching and assessment approaches theoretically to pupils' social backgrounds. Three aspects were investigated in particular: first, teachers' attitudinal responses to being provided with an understanding of diverse and conflicting interests; second, teachers' attitudinal responses to being provided with tools for encountering school rhetoric in a critical way; and, third, teachers' attitudinal responses to being guided by a specific pedagogic discourse. The data consists of 61 written responses from teachers representing four rural schools. The 'appraisal theory' was adopted as an analytical tool for capturing the teachers' evaluative stances. The results highlight the intricacies of confronting teachers with certain sociological and theoretical topics that reveal the fact that the school is not a neutral place. The author suggests that there should be further debate on this matter.

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Section: Previous Researchsupporting

confidence: 71%

Section: Discussionmentioning

confidence: 57%

When Teachers are Confronted with Ideological Aspects of Their Profession

Norlund

2014

Policy Futures in Education

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“…Most importantly however they need to ceaselessly adjust to the new realities emerging, not only in schools, but in the wider socio-cultural context (Darling & Hammond, 2006). In this respect, implementing professional development interventions that encourage transformation in schools towards an intercultural, inclusive educational approach, is largely considered a valuable determinant (Leeman, 2006;Sales, Traver & García, 2011).…”

Section: νEw Demographies In Greek Schoolsmentioning

confidence: 99%

“…There is, thus, rising concern as to whether in-service teachers are equipped with the intercultural competence demanded to meet the overwhelming challenges brought about by the changing circumstances. In this regard, systematic professional development of teaching practitioners has come to the fore as a signpost for effective schools, with teacher training programmes systematically implemented globally to foster an intercultural, inclusive educational approach (Leeman, 2006;Sales, Traver & García, 2011;Papastamatis et. al., 2009).…”

Section: Introductionmentioning

confidence: 99%

Changing School Demographies - Asking Teachers about Their Training Needs in Intercultural Education: A case Study in Greece

Panitsides¹,

Vlachou²

2017

RES

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In Greece, since 2015, when immigrant flows increased due to the crisis in Syria, there have been significant changes in school demographics, raising concerns as to whether in-service teachers possess the competences necessary to meet the upcoming challenges. We therefore investigated the views of Primary Education teachers, regarding their needs in intercultural education, and the parameters they deem important in implementing effective training interventions. The statistical analysis of the data revealed the necessity of implementing training interventions aligned with teachers' individual needs, whilst there have been identified several issues regarding the existing training schemes, which demand serious consideration and further investigation.

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“…A pesar de que parte de nuestra investigación previa se ha centrado en explorar los procesos de cambio global de los centros (Sales, Traver y García, 2011;Sales, Ferrández y Moliner, 2012) nos proponemos también indagar sobre la repercusión de los cambios que el profesorado plantea a un nivel micro en la cultura del centro.…”

Section: Procesos De Cambio Escolar Hacia La Inclusiónunclassified