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ERIC Number: EJ811250
Record Type: Journal
Publication Date: 2008-Jun
Pages: 10
Abstractor: As Provided
Reference Count: 21
ISBN: N/A
ISSN: ISSN-0965-0792
Teachers in Action Research: Assumptions and Potentials
Li, Yuen-Ling
Educational Action Research, v16 n2 p251-260 Jun 2008
Research literature has long indicated that action research may stimulate practitioners themselves to actively evaluate the quality of their practice. This study is designed to report the use of action research for the development of early years professional practice by analyzing the pre-project and the post-project video-filmed teaching events. The finding was that action research might support knowledge development in the teacher profession. However, the teacher's ability to accommodate outside knowledge might be limited by one's inside knowledge. The study helps to clarify the assumptions and potentials of action research for teachers learning to teach.
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: Early Childhood Education; Kindergarten
Audience: Teachers; Researchers
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Hong Kong