Putting professional development into action by putting action into professional development in second level schools in Ireland?

Halton, Michael J.

doi:10.1080/09650790400200232

Cited by 4 publications

(3 citation statements)

References 6 publications

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“…It is this lack of confidence and expertise that has been at the heart of some teachers' difficulty in getting started, with many being anxious and intimidated by the process of using action research (Rust & Meyers, 2006). To mitigate against this dilemma, establishing a teacher network or CoP would help to give teachers the confidence to engage with action research because they can develop the necessary skills through engaging with the process (Halton, 2004;McPhail, 2007). This process highlights the importance of sharing information, experiences, and thoughts of continuous interaction as well as of participating in joint activities (Wenger, 2006).…”

Section: People's Lack Of Knowledge Of the Processmentioning

confidence: 99%

“…Many researchers have identified the time-consuming and labor-intensive nature of adopting action research as a major cause for concern for teachers Clayton et al, 2008;Robson, 2002;Rust & Meyers, 2006). Halton (2004) stated that action research was expensive in terms of time and resources and that teachers needed encouragement to be involved.…”

Section: Time Commitment Of Implementing Action Researchmentioning

confidence: 99%

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Action Research as an Agent for Enhancing Teaching and Learning in Physical Education: A Physical Education Teacher’s Perspective

Keegan¹

2016

TPE

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Introduction: Action research is a useful method for implementing change through its spiral of plan, act, observe, and reflect, but little research has been published on it in the area of physical education. The purpose of this intervention was to assess the effectiveness of action research as an agent of change and its impact on enhancing my teaching and the learning experience of students in physical education. This was class-based research, which acted as a form of CPD to enhance my classroom practice. Method: I adopted a repeated spiral of plan, act, observe, and reflect to implement incremental changes through critical reflection. Results: Action research was effective in enhancing teaching and the learning of the students. Discussion: It became a collaborative and empowering approach between myself and the students, and it lent itself to creating, sharing, and generating knowledge, thus creating a community of practice between myself and my colleagues. Conclusion: Action research is a useful agent of change because it can be tailored to the needs of the teacher. It should be a compulsory component of teacher education courses, and it should be considered an essential skill for lifelong learning for teachers.

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Section: People's Lack Of Knowledge Of the Processmentioning

confidence: 99%

Section: Time Commitment Of Implementing Action Researchmentioning

confidence: 99%

Action Research as an Agent for Enhancing Teaching and Learning in Physical Education: A Physical Education Teacher’s Perspective

Keegan¹

2016

TPE

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“…There is much talk of collaboration between teachers and researchers in accounts of action research and many utopian visions of what such relationships might achieve (e.g. Aspland et al, 1996;Burgess-Macey & Rose, 1997;Halton, 2004). Although some authors acknowledge challenges associated with 'issues of power and authority' (MacPherson et al, 1998), 'suspiciousness' on the part of practitioner-researchers (McCormack et al, 2002), and 'value conflicts' (Dickson & Green, 2001), the details of how these 'challenges' manifest themselves, or are addressed, are left largely untold (see Sarland, 2001;Ponte, 2002;Haggarty & Postlethwaite, 2002).…”

Section: Introductionmentioning

confidence: 99%

Talk as action in ‘collaborative action research’: making and taking apart teacher/researcher relationships

Frankham

Howes

2006

British Educational Res J

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This article considers the role of university researchers in a project aimed at developing inclusive practices in schools through collaborative action research. It tells the story of how these researchers became part of the action in one school—Beechbank Primary—through visits, the collection and reporting of data, and through the development of a relationship (particularly with the head teacher) that facilitated learning and change to take place. One of the issues highlighted is that it is in the process of setting up an action research project that many disturbances are evident and, perhaps, inevitable. We argue that it is in working with these disturbances that one might begin to establish the basis of a collaborative relationship, rather than implying that collaboration may result in such things. The approach taken in the section ‘Beechbank Story’ is a conscious departure from the investigations conducted as a consequence of audit mechanisms, where only particular measurable outcomes, designated in advance, constitute evidence of ‘progress’. We focus instead on process and hope to illustrate the small shifts and changes, documented ethnographically, which we argue are essential if change is to take place in the culture of a school.

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Utilities and Application of Action Research in Korean Social Welfare Research

Ok¹

2009

koreanjournalofsocialwelfare

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Putting professional development into action by putting action into professional development in second level schools in Ireland?

Cited by 4 publications

References 6 publications

Action Research as an Agent for Enhancing Teaching and Learning in Physical Education: A Physical Education Teacher’s Perspective

Action Research as an Agent for Enhancing Teaching and Learning in Physical Education: A Physical Education Teacher’s Perspective

Talk as action in ‘collaborative action research’: making and taking apart teacher/researcher relationships

Utilities and Application of Action Research in Korean Social Welfare Research

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