NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ915311
Record Type: Journal
Publication Date: 2011-Mar
Pages: 14
Abstractor: As Provided
Reference Count: 31
ISBN: N/A
ISSN: ISSN-0965-0792
Collaborative Action Research Approaches Promoting Professional Development for Elementary School Teachers
Jaipal, Kamini; Figg, Candace
Educational Action Research, v19 n1 p59-72 Mar 2011
Action research in classrooms can be challenging for novice teacher researchers. This paper reports on a study involving eight action research teacher teams. Analysis of the teams as they conducted action research resulted in the identification of three collaborative action research approaches promoting professional development. The findings showed that collaborative engagement of teachers in these approaches was influenced by three factors--time to engage and collaborate, workload, and group dynamics--and that these factors were enacted in the three approaches in different ways. Knowledge of teacher experiences within these three collaborative action research approaches can: inform school administrators and professional organizations to facilitate professional development; and guide novice teacher researchers to plan in ways that minimize the challenges of action research. (Contains 2 tables.)
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: Elementary Education; Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Canada