University Faculty, Colleagues and Teachers’ Federation as Mentors in Collaborative Action Research

Abstract

ABSTRACT. This research reports on collaborative research projects supported by a teachers' federation. We compare research teams involved in the first year of the project, where they had free choice of research purposes with those in the second year who had the subject area defined for them. University faculty, teachers' colleagues, and the teachers' federation served as mentors for participating teachers. The action research resulted in change in teachers' practice and in the development of leadership skills. LES MEMBRES D'UNE FACULTé, LES COLLèGUES ET UNE FéDéRATION D'ENSEIGNEMENT COMME MENTORS DANS UNE ACTION DE RECHERCHE COLLABORATIVERéSUMé. Cet article fait le compte-rendu de projets de recherche collaborative soutenus par une fédération d'enseignants. Nous y comparons l'expérience de l'équipe de chercheurs impliqués dans la première année du projet -lesquels ont eu libre choix quant à leurs objectifs de recherche -à celle de la seconde cohorte de chercheurs, devant travailler avec des objectifs déjà définis. Des membres de la faculté universitaire, des collègues enseignants ainsi que la fédération des enseignants ont agi à titre de mentors auprès des participants. L'action de recherche a eu pour résultantes des changements de la pratique enseignante et le développement d'habiletés de leadership.In much of the research on mentoring teachers to improve professional practice,

Investigating the Factors That are Associated With Teachers’ Intentions to Utilize Research in Remote Areas of Greece

“…In this friendly climate, teacher's professional experience can be used to develop action research through successful and continuous collaborative practices (Chance and Segura, 2009). However, the inability to save time is one of the major barriers to teacher research involvement (Goswami and Rutherford, 2009;Peterson et al, 2010). Therefore at the service level, it is necessary to restructure the school schedule to make provision for time devoted to research activities, both by teachers and students.…”

"Literate Playing”—An Oral Language Empowerment Strategy for Underprivileged Children

“…Studies have shown language development of children during play and how such activities enhance both their oral language development as well as their literacy education (Peterson et al, 2010;Pellegrini & Galda, 2000;Sawyer & DeZutter, 2009). They may also update current pedagogical practices, which contribute to continuing education training for the teachers and educators involved.…”

“…This helps update teaching practices and improve learning experiences for children, and it also works as content material for professional development. Instead of assigning diagnostic labels for the classification of children, monitoring the development of language in play contexts during their regular interactions conducted by adults or simply those that take place spontaneously among peers has been a tool for updating pedagogical teaching practices in order to help enrich childhood experiences (Peterson et al, 2010).…”