NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ896918
Record Type: Journal
Publication Date: 2010-Sep
Pages: 14
Abstractor: As Provided
Reference Count: 22
ISBN: N/A
ISSN: ISSN-0965-0792
The Power of Student Resistance in Action Research: Teacher Educators Respond to Classroom Challenges
Bryant, Jill; Bates, Alisa
Educational Action Research, v18 n3 p305-318 Sep 2010
The purpose of this research was to study the design and implementation of a newly developed, two-semester, action research course in a Master of Arts in Teaching program. Over a four-year period, we (the instructors) used action research methodologies for analysis and evaluation of the course. Throughout this study, students expressed varying reactions to the process of action research, ranging from enthusiasm and acceptance to continual and persistent reluctance to accept the process as "real research". This resistance is the focus of our study. Four years of reflection on our data points to the following reasons for student resistance: lack of understanding about what action research is and its purpose; a discomfort with the emphasis of process over product and the associated investment of time and ability to multi-task; and willingness to embrace the transformational process of action research as part of 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: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A