Science teacher development through collaborative action research

Fazio, Xavier; Melville, Wayne

doi:10.1080/13664530802259222

Cited by 17 publications

(6 citation statements)

References 29 publications

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“…Llevar a cabo una investigación acción colaborativa permite a los docentes adquirir confianza y apoyarse entre ellos, compartir cargas de trabajo e intercambiar ideas. En Canadá, Fazio y Melville (2008) exploraron las opiniones y acciones del profesorado de ciencias que practicaban la investigación acción colaborativa y concluyeron que el esfuerzo en equipo facilitaba el feedback, el intercambio de bibliografía y la discusión. En su estudio, Erba (2013) investigó la percepción de 34 docentes etíopes y observó que la motivación para resolver problemas en su práctica docente era crítica en su investigación acción.…”

Section: Revisión De La Literaturaunclassified

Cultural factors influencing Bhutanese secondary science teachers’ implementation of action research (Factores culturales que influyen en la práctica de la investigación acción del profesorado de ciencias de un centro de secundaria de Bután)

Rabgay,

Kidman

2023

Culture and Education: Cultura y Educación

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As a new reform initiative, science teachers in Bhutan are encouraged to conduct action research to improve their teaching practices. This study explored the influence of Bhutanese culture on secondary science teachers' implementation of action research. By focusing on the action research conducted by three secondary science teachers in a case study school, data were collected using interviews, teachers' diaries and classroom observations. The data analysis using the coding procedure of grounded theory showed four cultural factors influencing teachers' efforts. The hierarchical education culture led to curriculum coverage concerns and time constraints. The culture of respecting seniors without questioning, a part of the Driglam Namzha norm, impeded the teachers from seeking leadership support. Tha Dam Tshig, the Buddhist value of maintaining positive relationships, Lhachoe Gyewa Chu and Zhenphen, the Buddhist principles of benefitting others, amplified teachers' motivation and team efforts. Recommendations are proposed for the Ministry of Education and school leaders to consider these factors in supporting teacher action research and for future international studies to consider the influence of religious values on action research. RESUMENComo parte de una nueva iniciativa de reforma, se incentiva al profesorado de ciencias de Bután a llevar a cabo proyectos de investigación acción para mejorar su práctica docente. Este estudio explora la influencia que la cultura butanesa ejerce en la investigación acción del profesorado de ciencias de secundaria, centrándose en la investigación acción de tres docentes de ciencias de una escuela de secundaria en un estudio de caso, recabando datos mediante entrevistas, los diarios de los docentes y observaciones en clase. Los análisis realizados mediante el procedimiento de codificación de la teoría fundamentada revelaron cuatro factores culturales que influían en los docentes. El

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Section: Revisión De La Literaturaunclassified

Cultural factors influencing Bhutanese secondary science teachers’ implementation of action research (Factores culturales que influyen en la práctica de la investigación acción del profesorado de ciencias de un centro de secundaria de Bután)

Rabgay,

Kidman

2023

Culture and Education: Cultura y Educación

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“…Moreover, teachers in learning communities should be respected as integral participants who are self-determined professionals striving to enhance their own learning and practice (Fazio, 2009;Fazio & Melville, 2008). Bullough and Baugh (Chapter 4) self-cite previous work on the distinctive qualities of a professional as being one who studies his or her own practice and grows in understanding and skill.…”

Section: Connections In the Fieldmentioning

confidence: 99%

The handbook of leadership and professional learning communities

Parker

Gallagher

Griffin

2011

Mentoring & Tutoring: Partnership in Learning

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“…What are required to support these projects are facilitators who assist in the action research process while systematically studying the project participants (McKernan, 1996). Other action research projects (Fazio, 2005; Goodnough & Cashion, 2006; Hodson, Bencze, Elshof, Pedretti, & Nyhof‐Young, 2001) have had success using a collaborative model with a facilitator. This current project was similarly aligned with these other collaborative action research projects.…”

Section: Theoretical Perspectivesmentioning

confidence: 99%

Development of a Community of Science Teachers: Participation in a Collaborative Action Research Project

Fazio

2009

School Sci & Mathematics

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This article presents a study exploring the beliefs, knowledge, and practices of four middle and secondary science teachers participating in a collaborative curriculum action research project. Using a case study methodology, the views and practices of these teachers were described and analyzed as they investigated novel ideas about scientific inquiry and nature of science, critically examined their practice, and implemented and reflected upon modified curricular practices. Findings indicated that by the end of the study, all participants had enhanced their views of scientific inquiry and nature of science, and the collaborative group evolved as a community of teachers. Wenger's (1998a) community of practice theory provided a useful framework to describe and analyze the experiences of these science teachers. Implications for the professional development of science teachers and the compatibility between a community of practice and collaborative action research projects are presented.

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Science teacher development through collaborative action research

Cited by 17 publications

References 29 publications

Cultural factors influencing Bhutanese secondary science teachers’ implementation of action research (Factores culturales que influyen en la práctica de la investigación acción del profesorado de ciencias de un centro de secundaria de Bután)

Cultural factors influencing Bhutanese secondary science teachers’ implementation of action research (Factores culturales que influyen en la práctica de la investigación acción del profesorado de ciencias de un centro de secundaria de Bután)

The handbook of leadership and professional learning communities

Development of a Community of Science Teachers: Participation in a Collaborative Action Research Project

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