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1、Action-research-in-Action-research-in-action-Paper-3-as-an-action-Paper-3-as-an-exampleexampleKoutselini, M. (2008). Participatory teacher development at schools: Processes and issues. Action Research, 6(1), 29-48.In this whole class sessionPart 1: Your interpretation of paper 3Part 2: Looking for a
2、ction research features in paper 3Part 3: Writing up action researchPart 1Your interpretation of paper 31.Whatarethequestions?2.Whyisthestudynecessary?3.Howisthestudydescribedinthispaper?4.（Purpose,participants,procedures,dadaanalysis?）5.Whataretheconceptualchangesintheteachers?Research questions1.W
3、hat reflective processes will promote teacher self-evaluation, understanding and development? 2.How do teachers implicitly understand school-based curriculum development?3.How do teachers conceptualise their role as curriculum developers?4.How can teachers understand and value the processes of refle
4、ctive development?Part 2Looking for action research features in paper 3Action research in simple termsThe action research cyclePaper 3: the aim of the studyWhat conception changes?From traditional instrumental, positivist paradigm of teacher development where expertise about what to teach and how to
5、 teach comes from external sources and is imposed upon teachers thru teacher trainingTo the reflective paradigm of teacher development or teacher empowerment, where teachers work together and think for themselves Participants 16 teachers, one inspector, 2 principalsResearchers (author + 3 graduate s
6、tudents)Reflection was done throughWeekly meetings. 3 rounds of meetings presented. During these meetings, participants discussedProblemsIdeasActionsReflectionsNew actionDiary of events and thoughts after each meetingThree cycles of meetings as a way to bring about desired changesCycle 1 (3 meetings
7、): focusing on collaborative problem identificationProblem: Ts lack of trust for each otherSolution: small grp discussion and ethos buildingCycle 2 (4 meetings): focusing on collaborative decision making and planning for actionProblem: Ts prefer to be told what to doCycle 3 (4 meetings): focusing on
8、 planning further actionAction research features Participant involvement Who were the researchers? Who were the agents of action?Whose purposes? whose actions? Whose reflections? For whose improvement?Problem identificationWhat was the research problem(s)? Who had these problems and needed solution?
9、Dynamic, cyclical processWhat exactly was done? Step by step procedures?Targeted changesWhat were the desired changes as a result of critical action and reflection?What monitoring/evaluative procedures were involved?To what extent was the problem resolved?Next round of actions and reflectionsWhat fu
10、rther actions were proposed? Is this a typical action research project? Why or why not?Two action research projects in onePurpose of Action research projectResearcher participantsTo empower teachers by bringing about changes in conceptions of teaching and learningOther participants (teachers, princi
11、pals, and inspector)To reflect on their own teaching practices and improve their teachingThe “participant” outsider: a nagging issue with AR“However much the rhetoric changes to participation, participatory research, community involvement and the like, at the end of the day there is still an outside
12、r seeking to change things. who the outsider is may change but the relation is the same. A stronger person wants to change things for a person who is weaker. From this paternal trap there is no complete escape.”Chambers 1983Part 3Writing up action researchWriting up action research: The role of theo
13、riesWhy theory?What theoretical framework was used in this report?Emancipation vs instrumental knowledgeContextualised, situated learningAR in teacher developmentWriting up action research: Paper 3What was the overall message the author was trying to convey? Has the message been clearly and convinci
14、ngly presented? Why or why not?Paper 3 as a research reportHow was this report organised?Do you like this organisation?How would you write it if you were asked to improve the report?Clarity! Clarity! Clarity!AR 易做不易写My advice for your AR reportClarity in purposeClarity in argumentation structure Clarity in language of presentation结束！结束！
