ERIC Number: ED350270
Record Type: RIE
Publication Date: 1992-Apr
Reference Count: N/A
The Evolution and Value of Teacher Research in the Change Process: From Learning Styles to Conferencing. Draft Copy.
Teachers engaged in action research are involved in a process that focuses on how they and their students construct and reconstruct learning experiences, thereby extending professionalism and creating additional learning opportunities for students. This paper describes the evolution of an action research project involving an elementary school teacher in collaboration with a school district researcher over a period of about 5 years. Critical incidents are documented and samples of action research activities are used to illustrate progress. Also documented is the impact of the research on classroom practice, lessons learned, and a personal statement about growth and development of the researchers. The role of both participants in this process is described using a group development framework. Five key stages are presented: initiation, dependence, rebellion, cohesion, and interdependence. The paper concludes with a summary chart presenting the many stages of action research, a series of reflective statements, and 67 selected references dealing with teacher effectiveness, teacher-as-researcher, and collaborative action research. (LL)
Descriptors: Action Research, Classroom Research, Educational Practices, Educational Researchers, Elementary Secondary Education, Faculty Development, Foreign Countries, Learning Experience, Research Design, Research Methodology, Teacher Participation, Teacher Researchers, Theory Practice Relationship
Publication Type: Speeches/Meeting Papers; Reports - Descriptive
Education Level: N/A
Authoring Institution: N/A
Identifiers: Collaborative Research; Ontario; Reflection Process; Research in Progress
Note: Paper presented at the Annual Meeting of the American Educational Research Association (San Francisco, CA, April 20-24, 1992).