Using action research in middle level teacher education to evaluate and deepen reflective practice

Hagevik, Rita; Aydeniz, Mehmet; Rowell, C. Glennon

doi:10.1016/j.tate.2012.02.006

Cited by 83 publications

(57 citation statements)

References 21 publications

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“…The findings of this study affirm earlier studies in how Ece, Damla, and Eda felt engaging in research was rewarding and intellectually stimulating (Vrijnsen-de Cortea et al, 2013), enabled them to think critically about the contexts in which research is conducted (Hagevik, Aydeniz, & Rowell, 2012;Rust & Meyers, 2006), and highlighted their critical awareness of teaching as a gendered profession (Mitton Kukner, 2013;Sarı, 2012;Smulyan, 2004). Upon completion of their studies, Ece, Damla, and Eda described themselves as empowered in response to conducting research (McGlinn Manfra, 2009;Zeichner, 2003).…”

Section: Challenges and Potential Inequities In An Era Of Increasing supporting

confidence: 86%

“…The proliferation of teacher research, by and about teacher researchers, supports his claim yet also depicts how the field has grown more complicated 461 (Cochran-Smith & Lytle, 1999;Leeman & Wardekker, 2013). For example, teacher-led research has been found to provide opportunities for meaningful professional development (Vrijnsen-de Cortea, den Brok, Kamp, & Bergen, 2013), critical thinking (Hagevik, Aydeniz, & Rowell, 2012), discovery learning (Gray, 2013), collaborative collegial learning (Christie & Menter, 2009), university-school partnerships (Arhar et al, 2013;Thornley et al, 2004), and educational policy development (Rust & Meyers, 2006). Cochran-Smith and Lytle (1999) suggest that because teacher research "is such a generative concept, it can be shaped and reshaped to further virtually any educational agenda" (p. 17).…”

Section: Teachers As Researchers: Benefits Challenges and Time An mentioning

confidence: 90%

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Seeking Time Within Time: Exploring the temporal constraints of women teachers’ experiences as graduate students and novice researchers

Kukner

2015

mje

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The primary focus of this qualitative study is an inquiry into three female teachers’ experiences as novice researchers. Over the course of an academic year I maintained a focus upon participants’ research experiences and their use of time as they conducted research studies. Delving into the temporal constraints that informed participants’ research experiences provided insights into competing demands shaping their understanding of research. In light of current performance accountability measures monitoring the ways teachers are using their professional time, this study provides new ways to consider the multiple challenges and gendered inequities female teachers are navigating in their efforts to professionally develop and learn.Cette recherche qualitative analyse principalement les expériences vécues par trois enseignantes comme nouvelles chercheures. Au cours d’une année scolaire, j’ai porté mon attention sur les expériences de recherches des participantes et sur leur utilisation du temps lorsqu’elles menaient leurs recherches. Chercher à comprendre les contraintes temporelles qui influencent la démarche de recherche des participantes m’a offert un regard nouveau sur les demandes multiples qui façonnent leur compréhension de ce qu’est la recherche. Dans le contexte des mesures d’imputabilité actuelles, la manière dont les enseignants utilisent leur temps professionnel est étroitement surveillée. Tenant compte de ces mesures, ce projet de recherche révèle de nouvelles manières d’aborder les divers défis et les inégalités liées au genre auxquels les enseignantes font face, dans leurs efforts de développement et d’apprentissage professionnels

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Section: Challenges and Potential Inequities In An Era Of Increasing supporting

confidence: 86%

Section: Teachers As Researchers: Benefits Challenges and Time An mentioning

confidence: 90%

Seeking Time Within Time: Exploring the temporal constraints of women teachers’ experiences as graduate students and novice researchers

Kukner

2015

mje

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“…But reflection toward study result evaluation cannot become the only source in order to do reflective their performance. Those things caused by teacher's repressive follow up action, it means that teacher do reflection when there is happened class learning problem in class (Rosenbluh, 2016;Hagevik, Aydeniz & Rowell, 2012). If there isn't learning problem happened, teacher will think there isn't problem in teacher learning method also students.…”

Section: Discussionmentioning

confidence: 99%

“…If there isn't learning problem happened, teacher will think there isn't problem in teacher learning method also students. Appealing of those weakness, it means that thescre reflection not only based on student study result evaluation (Hagevik, Aydeniz & Rowell, 2012). Teacher will be easy to justify teaching successfulness which done with ignoring other factor which cause learning successfulness (Buddin & Zamarro, 2009).…”

Section: Discussionmentioning

confidence: 99%

Teacher Professional Competency Analysis: Implementation Aspect of Continuous Professional Development (CPD)

Safitri¹,

Sutrisno²

2017

JPBM

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The purpose of this study was to identify the practice of teacher reflection as the basis for the implementation of Sustainable Professionalism (PKB) program based on Permendiknas No. 16/2007 at SMKN 2 Kediri. This research is qualitative with phenomenology design. The informants of this research are principal, productive teacher of marketing, vice principal, teacher and marketing teacher. Technique of data collecting done by in-depth interview and documentation. The validity of the data using technique triangulation and source. Data analysis using Miles and Huberman interactive models, extension of observation, and referential adequacy. The results showed that the reflection was not used as the basis of CLA and the teachers did not implement the CLA planning. Elements of PKB activities have been in accordance with the guidelines of selfdevelopment and scientific publications. PKB activities have an impact on teacher groups that discuss research issues, more varied and contextual KBM, and administrative demands for teachers.Keyword: Teacher professional competency, continuous professional development (CPD), reflective practice.

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“…My references to reflection partly follow O'Sullivan's (2002) and USA (Brown, 2002;Hagevik, Aydeniz, & Rowell, 2012).…”

Section: Content Of Reflectionsmentioning

confidence: 99%

The Complexities of Implementing Classroom-Based Action Research in a Remote School in Indonesia

Hajar¹

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Despite almost a decade since the introduction as a professional learning model for teachers in Indonesia, the growth of Classroom-Based Action Research (CBAR) is very limited. The CBAR process in Indonesia has relied heavily on one-off-top-down and non-school based professional development.This study was conducted in a small town in the Eastern Flores regency of the East Nusa Tenggara province, Indonesia. The study involved English as a Foreign Language (EFL) teachers at one public secondary school in a rural and disadvantaged context who worked with the researcher to attempt to implement a school based approach to CBAR. Four phases of the study were conducted: Getting started; Workshops; CBAR in action; and Post CBAR through an imagined, intended and enacted methodological structure. In this study I adopted a Foucauldian approach as a theoretical perspective, as well as applying Foucauldian theories to the data analysis.Drawing on a variety of data sources including: meetings and interviews; workshop sessions and classroom visits; and reflective journals and field notes, the study identified three major discourses circulating within the CBAR project. These three discourses are used to explore understandings of reflective practice, subject positionings, and collaboration.The Foucauldian approach to analysis focused on discourses and the idea that individuals have multiple identities as a result of multiple subject positionings, and their relationships are influenced by the discourses that operate within a specific context. These discourses create the nexus between power and knowledge and impact on how the CBAR worked in this context, how the participants positioned me and themselves, how they positioned themselves and their colleagues, and were positioned by their colleagues, in their effort to implement the CBAR project.Through the exploration of the discourses of reflective practice, it was found that being a critical practitioner was not easily translated into a remote and disadvantaged context in Indonesia.An analysis of the discourses of subject positionings indicates the participants' multiple constructions of me and my multiple constructions of them continued throughout the study due to the complexities of the situation. There were often 'pull and push' subject positionings where I attempted to get the teachers to do research but their limited abilities, autonomy, and resources as well as their practice/tradition rooted in the mandates/policy from the central government created problems. There were also tensions and struggles in their inability to complete research without my ii assistance and constant request for help, and my tensions and struggles to avoid providing and giving more assistance.Through the investigation of the discourses of collaboration, it was found that the implementation of the project as a collaborative work is a site of tension for both the participants and myself caused in part by the multiple identities that we took up. There were tensions and struggles between the partic...

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Using action research in middle level teacher education to evaluate and deepen reflective practice

Cited by 83 publications

References 21 publications

Seeking Time Within Time: Exploring the temporal constraints of women teachers’ experiences as graduate students and novice researchers

Seeking Time Within Time: Exploring the temporal constraints of women teachers’ experiences as graduate students and novice researchers

Teacher Professional Competency Analysis: Implementation Aspect of Continuous Professional Development (CPD)

The Complexities of Implementing Classroom-Based Action Research in a Remote School in Indonesia

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