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ERIC Number: EJ1011793
Record Type: Journal
Publication Date: 2013
Pages: 15
Abstractor: As Provided
Reference Count: 37
ISBN: N/A
ISSN: ISSN-0022-0272
Teacher Action Research as "Bildung": An Application of Gadamer's Philosophical Hermeneutics to Teacher Professional Development
Kim, Jeong-Hee
Journal of Curriculum Studies, v45 n3 p379-393 2013
Teacher action research seeks to bring together action, reflection, theory, and practice; and it is acknowledged as a way to value and honour teachers' practical knowledge. The purpose of this article is to conceptualize teacher action research as "Bildung," applying Gadamer's philosophical hermeneutics as a theoretical framework. Based on five teachers' lived experiences of conducting action research in their classrooms, this study explores how teachers go through the process of the development of the self as a teacher, furthering themselves as professionals through action research. It aims at understanding the role of action research as "Bildung," one's inner process of formation and cultivation of self, to shed light on teacher professional development as a hermeneutical and ontological practice. (Contains 1 table.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - General
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A