Teachers as action researchers: A discussion of developmental, organizational, and policy issues

The political is personal: reflections on facilitating action research in gender issues in science education

“…preservice, in-service and graduate) with opportunities for personal change, improved practice and professional transformation (Oja & Smulyan, 1989;Wells, 1994;Noffke & Stevenson, 1995;Noffke, 1997). It is especially promising as a means of promoting individual and societal change in the context of university programmes in in-service teacher education (Kemmis & Di Chiro, 1987;Kyle & Hovda, 1987;Cornett, 1990;Elliott, 1993a,b;Shapiro et al, 1992;Wells, 1994).…”

Fostering the Continued Democratization of Consultation through Action Research

“…The relationship between the collegial group and teachers' potential resistance to dealing with problems of their own practice is likewise addressed by those who advocate action research. According to Kyle and Hovda (19~7c), it is the support group that makes it possible for teachers to engage in critical self-examination and provides a safe place for teachers to explore personal behaviors that may be at the source of the problems they wish to solve-a process that occasionally results in &dquo;painful self-discovery.&dquo; &dquo;Recognizing and trusting the interest and understanding of their peers,&dquo; Kyle & Hovda (1987c) continued, &dquo;the teachers shared their personal frustrations, dilemmas, and perceived shortcomings&dquo; (p. 85). The implication of these observations is that, as a precursor to changing practice, helping teachers to reflect on the limitations of their own teaching needs to take place in a sheltered, safe environment.…”

Collaboration and Teacher Change in the Middle School

“…Although teachers often have difficulty seeing themselves involved with research (Kyle and Hovda 1987), when they become active researchers in their classrooms or collaborative partners in other studies, teacher development often occurs (Lieberman and Miller 1990). As Bobbie, Cindy, and their colleagues worked closely with their research partner, they gained confidence in themselves as teachers and became risk takers in their classrooms.…”