ERIC Number: EJ1043208
Record Type: Journal
Publication Date: 2014
Abstractor: As Provided
Reference Count: 97
A Collaborative Action Research Approach to Professional Learning
Bleicher, Robert E.
Professional Development in Education, v40 n5 p802-821 2014
The field of professional development is moving towards the notion of professional learning, highlighting the active learning role that teachers play in changing their knowledge bases, beliefs and practice. This article builds on this idea and argues for creating professional learning that is guided by a collaborative action research (CAR) theoretical framework, founded on an action research philosophy. CAR components include: motivation--teacher orientation and self-efficacy; knowledge-- adding to knowledge bases about disciplines and students relevant to teachers' interests; action--change in teaching practice perceived to improve student achievement; and reflection--the cornerstone of the entire learning process in which teachers are afforded time and support to connect new experiences to their teaching practice. This article argues for professional learning developers to consider utilizing these four CAR components as a framework. A current professional learning project that was based on the CAR framework is employed to illustrate how it can be implemented.
Descriptors: Action Research, Faculty Development, Professional Education, Motivation, Teacher Orientation, Self Efficacy, Knowledge Base for Teaching, Educational Practices, Inservice Teacher Education, Climate, Instructional Leadership, Pedagogical Content Knowledge, Educational Change, Reflection, Beliefs, Learning Processes
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 - Research
Education Level: N/A
Sponsor: National Aeronautics and Space Administration (NASA)
Authoring Institution: N/A