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ERIC Number: ED401231
Record Type: Non-Journal
Publication Date: 1996
Pages: 259
Abstractor: N/A
Reference Count: N/A
ISBN: ISBN-0-7969-1695-0
ISSN: N/A
Images of Professional Development: Teaching, Learning, and Action Research. Action Research Series No. 2.
Walker, Melanie Jane
The field work for this study was conducted in South Africa in 1987-1989, before the end of apartheid, but much of the critical reflection and engagement postdates the empirical research. The project examined the role of the facilitator in the process of educational change. The research involved 34 teachers from primary schools. Chapter one explores action research as a method, attending to questions of epistemology and research methods, especially the interview process, reflexivity and self-understandings, and validity. Chapter two sketches the historical terrain and sets the scene for the project action and, together with chapter three, maps conditions shaping the possibilities and the limits for teacher development. Chapter four examines the relationships established by the researcher with teachers and how these were shaped by relations of power which produced subjectivities within discursive practices. Chapters five and six consider teacher development through curriculum development, in particular exploring how the curriculum structures what pupils and teachers may say or do. Chapter six also revisits the limits and possibilities of professional development and action research, both as a contribution to developing a critical tradition of action research in South Africa and as a strategy for reconstructing inservice teacher education grounded in teacher development through reflective curriculum development. (Contains 185 references.) (ND)
HSRC Publishers, Private Bag X41, Pretoria 0001, South Africa.
Publication Type: Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: South Africa