Professional Learning of K-6 Teachers in Science Through Collaborative Action Research: An Activity Theory Analysis

Goodnough, Karen

doi:10.1007/s10972-016-9485-0

Cited by 28 publications

(14 citation statements)

References 50 publications

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“…They became conscious of their own teaching and brought their understanding to team reflections as well as the whole collegium. According to Goodnough (2016), when teachers research their own practice, they can become motivated and feel in control of their own learning processes. Similarly, at Aiden School the teachers were in charge of their own development processes.…”

Section: Analysis and Discussionmentioning

confidence: 99%

The importance of the start-up phase in school-based development for learning and enduring change

Postholm

2020

European Journal of Teacher Education

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This study focuses on two schools taking part in a school-based development project in Norway. The research was guided by the following research question: How does the start-up phase in schoolbased development influence learning and enduring change in school? Few studies focus on the start-up phase. The purpose of the current study is to show how this beginning of a local school development process can influence learning and enduring change. The study shows that the start-up phase most likely can influence learning and enduring change, and that teacher educators must take the needs of leaders and teachers into consideration and help them become aware of their own practice. Furthermore, teacher educators should contribute with knowledge throughout the process. At the same time they must be aware that new knowledge alone is not enough to enhance learning in school, but structure, culture and content need to be in interplay.

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Section: Analysis and Discussionmentioning

confidence: 99%

The importance of the start-up phase in school-based development for learning and enduring change

Postholm

2020

European Journal of Teacher Education

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“…Several studies focusing on the meeting of external resources, such as teacher educators, and teachers in the schools emphasize the importance of taking teachers' needs into account (McNiff, 2013;Ermeling and Yarbo, 2016;Goodnough, 2016;Olin and Ingerman, 2016;Tan and Caleon, 2016;Sung et al, 2017).…”

Section: Discussionmentioning

confidence: 99%

“…Based on a study that encompassed an entire school, the researchers conclude that a common goal is essential for developing the practice across a school (Sung et al, 2017). Research on teachers' action research (McNiff, 2013) in which teachers develop research questions based on their own needs, shows that teachers experience gaining control of their own learning situations (Goodnough, 2016). Teachers also feel that they are emotionally rewarded when they collaborate (Chen, 2017) and that collaboration contributes to greater satisfaction in teaching (Postholm and Waege, 2016;Soini et al, 2016).…”

Section: Teachers' Professional Developmentmentioning

confidence: 99%

“…The presented experiences are connected to a specific project, but the findings presented may have transferability and resonance beyond their context if readers of this article can use them to think creatively and imaginatively (Geertz, 1973) thereby using them as a thinking tool (Gudmundsdottir, 2001). This means that the findings could contribute to the development of teacher educators' learning, also connected to other schoolbased development projects, and to the development of their own institutions as a learning organization.…”

Section: Ethics and Qualitymentioning

confidence: 99%

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Premises and Promises for Expansive Learning in Teacher Education

Postholm

2020

Front. Educ.

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The study presented in the article focused on school-based development in lower secondary schools in Norway. School-based development represents a new practice not only for school leaders and teachers but also for teacher educators, who should assist schools in their development processes. The study was conducted within the framework of cultural historical activity theory (CHAT). The aim of the professional development project was twofold: to develop teaching practice in schools and also to evolve the teaching in the participating teacher education institutions. The problem formulation for the article is the following: How does teacher educators' collaboration with schools contribute to learning in their own institutions? The purpose of the study was to find out how the teacher education institutions' participation influenced the activity within the institutions and what factors could impede or support teacher educators' actions and learning, and even expansive learning. Expansive learning means that a new collective practice or activity is developed in the institution. To answer the research question, a collective case study was conducted to understand the premises and promises for expansive learning in teacher education. The study found "Organizing of the work at the institutions," "Teacher educators' experiences and learning," "Teacher educators as researchers," and "Leadership and change" to be central categories that can describe teacher educators' work and its premises and promises. The study concludes that leadership at the institutions is the main factor that can impede or enhance expansive learning and thus institutional development, and that an interplay between content, culture, and structure is necessary for expansive learning in teacher education.

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“…In the education community, action research has been widely accepted as a professional development strategy. This approach emphasizes classroom-based self-inquiry that is based on contextual imperatives of teachers and focused on individual development to promote self-reflection and evaluation (Goodnough 2001(Goodnough , 2016Kemmis et al 2014;Koutselini 2008;Koutselini and Patsalidou 2015). The strength of action research is that "teachers either define the research questions or contribute to their definition in a meaningful way.…”

Section: Professional Developmentmentioning

confidence: 99%

Professional changes of primary science teachers: experience on collaborative action research in Thailand

Kijkuakul

2019

Asia Pac. Sci. Educ.

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This article focuses on impacts of collaborative action research with a spiral process of planning, acting, observing, and reflecting that had been used as a strategy to promote teacher professional development in science education of Thailand. With the school principals' support, three primary science teachers' instructional practices are the subject of individual case studies. A range of qualitative methods and data sources including participant observations, individual and collective interviews, teacher and student artifacts were adapted to elicit evidence related to change of teaching practices and perceptions on action research activities. The case study analysis showed that collaborative action research enabled the primary science teachers to change their teaching practices within the classroom conditions. Factors that were identified as important to these changes included: 1) the primary teachers needed school leadership that powerfully attends to their professional development activities; and 2) the teachers needed a university coach to collaboratively reflect and suggest how to teach in the particular subject i.e. science. In the case of a primary teacher who, having no qualifications (i.e., certification-related teacher preparation) in science teaching, additionally needed a community of professional teachers willing to collaboratively reflect on classroom experiences for better inquiry into science teaching practices. As a means to sustain the changes in this educational context, implementing the collaborative action research while providing opportunities for parents to observe and reflect upon teachers' classroom teaching practices was also found to be important.

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Professional Learning of K-6 Teachers in Science Through Collaborative Action Research: An Activity Theory Analysis

Cited by 28 publications

References 50 publications

The importance of the start-up phase in school-based development for learning and enduring change

The importance of the start-up phase in school-based development for learning and enduring change

Premises and Promises for Expansive Learning in Teacher Education

Professional changes of primary science teachers: experience on collaborative action research in Thailand

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