Collaborative research as an approach to foster teacher development, teachers’ production of knowledge and changes in school practices<sup>1</sup>

Garrido, Elsa; Pimenta, G. S.; Moura, Orilda M.; Fusari, M F R

doi:10.1080/09650799900200097

Cited by 3 publications

(3 citation statements)

References 4 publications

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“…Garrido et al, 1999;Sandholtz, 2002;Angelides, 2003). There are suggestions for developing collaborations with academics or with their colleagues, where teachers will reflect on their practice in order to organise their teaching differently and so become more effective.…”

Section: Developing Collaborations With Other Teachers and 'Outsiders'mentioning

confidence: 96%

“…Robinson, 1998;Ainscow, 1999). The results that teachers get by analysing their practice can constitute data upon which they can not only base their improvement as professionals, but also this data can act as a springboard for more general school improvements to develop progressive initiatives (Dadds, 1998;Garrido et al, 1999).…”

Section: Developing Techniques For Investigating Practicementioning

confidence: 97%

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Implementing a collaborative model of action research for teacher development

Angelides

Evangelou

Leigh

2005

Educational Action Research

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In this article the authors develop and implement a collaborative model of action research. An academic and a teacher collaborate with the purpose of improving the teaching practice and the teaching abilities of the teacher in mixed ability classes, and the collaborative ability of both academic and teacher. After a year of collaboration certain themes, related to the improvement of the teacher's practice arose. Specifically, the teacher developed a larger repertoire of teaching techniques and began to develop collaborations with other teachers and 'outsiders'. She also developed techniques for investigating her practice, and was better prepared for her lessons. Generally, in her classroom, more authentic relationships were developed.

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Section: Developing Collaborations With Other Teachers and 'Outsiders'mentioning

confidence: 96%

Section: Developing Techniques For Investigating Practicementioning

confidence: 97%

Implementing a collaborative model of action research for teacher development

Angelides

Evangelou

Leigh

2005

Educational Action Research

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“…Attention has therefore shifted to the need for a more collaborative approach to supervision (Peterson, 1995;Manatt, 1997;Mayo, 1997;Rettig, 1999;Beerens, 2000) facilitating teacher control and development (Lieberman, 1995;Reizug, 1997;Feldman, 1999;Garrido et al, 1999). Action research clearly provides such an alternative as it focuses on selfimprovement and control, and the processes of collaborative inquiry.…”

Section: Conceptual Frameworkmentioning

confidence: 99%

Making the conceptual shift: teacher performance appraisal as professional growth

Hannay

Seller

Telford

2003

Educational Action Research

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Often, the traditional forms of performance assessment are incongruent with the emerging view of schools as learning organizations. In this pilot study, the authors explored the use of action research as an alternative means of teacher performance appraisal. The findings suggest that action research holds great promise in incorporating teacher learning, continual growth and teacher ownership into the appraisal process. However, this process also necessitated a conceptual shift to connect teacher performance appraisal practices with professional learning.

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Interrogating ourselves to promote the democratic production, distribution, and use of knowledge through action research

Feldman

Bradley

2018

Educational Action Research

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Collaborative research as an approach to foster teacher development, teachers’ production of knowledge and changes in school practices¹

Cited by 3 publications

References 4 publications

Implementing a collaborative model of action research for teacher development

Implementing a collaborative model of action research for teacher development

Making the conceptual shift: teacher performance appraisal as professional growth

Interrogating ourselves to promote the democratic production, distribution, and use of knowledge through action research

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Collaborative research as an approach to foster teacher development, teachers’ production of knowledge and changes in school practices1

Cited by 3 publications

References 4 publications

Implementing a collaborative model of action research for teacher development

Implementing a collaborative model of action research for teacher development

Making the conceptual shift: teacher performance appraisal as professional growth

Interrogating ourselves to promote the democratic production, distribution, and use of knowledge through action research

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Resources

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Collaborative research as an approach to foster teacher development, teachers’ production of knowledge and changes in school practices¹