NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ902729
Record Type: Journal
Publication Date: 2010-Dec
Pages: 18
Abstractor: As Provided
Reference Count: 27
ISBN: N/A
ISSN: ISSN-1046-560X
Can Inquiry and Reflection Be Contagious? Science Teachers, Students, and Action Research
Lebak, Kimberly; Tinsley, Ron
Journal of Science Teacher Education, v21 n8 p953-970 Dec 2010
This study reports the transformations of 3 science teachers who conducted action research projects following a model, unique to our graduate program, which follows the theoretical tenets of adult and transformative learning theory. Teachers video their teaching, engage in weekly peer group collaborative reflection sessions, collaborate with students, and consult with other sources to identify goals for improving their teaching practices, develop action plans, and analyze the results of their actions. As a result of this process, all 3 teachers changed their pedagogical approach from a teacher centered textbook driven approach to a student centered inquiry based approach. Implications of using this model as a powerful means of professional development for science teachers are explored.
Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A