Practitioner Research and Professional Development in
                    Education

Campbell, Anne; McNamara, Olwen; Gilroy, Peter

doi:10.4135/9780857024510

Cited by 128 publications

(72 citation statements)

References 0 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Regardless of these studies, many teachers do not purposefully or even consciously reflect on how their behavior relates to the complex situations in which they act (Campbell et al, 2004). The complex, situated demands of classrooms and schools do not afford teachers many opportunities to purposefully pause and reflect on what they are doing and noticing.…”

Section: Practice-based Learningmentioning

confidence: 99%

“…In Korea, Seo (2009) also argued that when teachers developed a professional learning community, it not only enhanced their knowledge base, but also had a significant impact on their classroom work. Indeed, the growing number of professional development efforts that center on teachers carefully examining and analyzing classroom practice is a testimony to this census (Ball & Cohen, 1999;Campbell et al, 2004;Cochran-Smith & Lytle, 2009;Garet, 2001;Opfer & Pedder, 2010).…”

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Opportunities and Challenges for Teacher Professional Development: A Case of Collaborative Learning Community in South Korea

Park¹,

So²

2014

IES

View full text Add to dashboard Cite

This study investigates how characteristics of a collaborative professional learning activity support and hinder teacher learning and growth by examining the experiences of three Korean secondary teachers who participated in a school-initiated collaborative teacher learning project. The findings demonstrated that this learning opportunity supported teachers in their learning and professional development in the following ways. First, teachers experienced professional growth through collaborative learning with colleagues. Second, teachers learned to self-reflect on their classes. Third, the program fostered an inquiry stance toward teaching. Also identified are some of the obstacles encountered, such as time constraints, psychological barriers, and the lack of a discussion culture.

show abstract

Section: Practice-based Learningmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Opportunities and Challenges for Teacher Professional Development: A Case of Collaborative Learning Community in South Korea

Park¹,

So²

2014

IES

View full text Add to dashboard Cite

show abstract

“…Such a union of idea, Casey (2006) and Campbell, McNamara, and Gilroy (2004) felt, was a case of moving teaching away from the expected technical standards and finding new ways of teaching and new interpretations of teaching. This research is an example of this concept because it centres on my narrative as I began my move away from the "performance pedagogy" (Penny & Waring 2002) that had dominated not only my practice but also my understanding of teaching.…”

Section: Action Researchmentioning

confidence: 99%

Action research in physical education: focusing beyond myself through cooperative learning

Casey

Dyson

Campbell

2009

Educational Action Research

Self Cite

View full text Add to dashboard Cite

“…In this sense, the "action research model" was adopted as a methodological framework (Willig, 2008). One of the core principles of action research programs is to bring about change at both an individual and an organizational level by identifying and solving human problems in their natural environment (Campbell, McNamara, & Gilroy, 2004). To achieve such a goal, parents and educators were encouraged to bring their knowledge of the child and talk about their feelings or think about the strengths and the factors that might have hindered or delayed their children's psychosocial and academic adjustment.…”

Section: Rationale and Implementation Of The Programmentioning

confidence: 99%

Family-School-Professionals Partnerships: An Action Research Program to Enhance the Social, Emotional, and Academic Resilience of Children at Risk

Kourkoutas¹,

Eleftherakis²,

Vitalaki³

et al. 2015

JEL

View full text Add to dashboard Cite

This paper presents an action research program (note 1) which was designed to support parents and primary school teachers, with the mediation of school professionals in order to enable them facilitate the school inclusion of at risk students or those with special educational needs. The aims, the organization process, and the implementation of the program, as well as its theoretical and practical aspects/components, are presented. Resilience and inclusive education are the key theoretical frameworks informing this paper. These both advocate parent-teacher-professional partnerships to promote a "holding school environment" and support children with difficulties to avoid exclusion. An action research methodology was chosen in order to set up this program with the aim of enabling teachers and parents to be more "resilient" and "inclusive" towards children with special difficulties. The evaluation of the program showed that teachers and parents viewed this model of intervention very positively and gained significant knowledge of practices related to their respective role.

show abstract

Practitioner Research and Professional Development in Education

Cited by 128 publications

References 0 publications

Opportunities and Challenges for Teacher Professional Development: A Case of Collaborative Learning Community in South Korea

Opportunities and Challenges for Teacher Professional Development: A Case of Collaborative Learning Community in South Korea

Action research in physical education: focusing beyond myself through cooperative learning

Family-School-Professionals Partnerships: An Action Research Program to Enhance the Social, Emotional, and Academic Resilience of Children at Risk

Contact Info

Product

Resources

About