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ERIC Number: EJ935879
Record Type: Journal
Publication Date: 2011-Apr
Pages: 2
Abstractor: ERIC
Reference Count: N/A
ISBN: N/A
ISSN: ISSN-0013-1377
Is Anyone Listening? Action Research and Science Teacher Voice
Jordan, Julie; Perry, Emily; Bevins, Stuart
Education in Science, n242 p12-13 Apr 2011
It is important to recognise and capture the rich and complex knowledge, understanding and experience that comes with the day-to-day interactions of those immersed in the school and science classroom environment, so that policy-makers do not overlook those who practice in the classroom and theorists do not assign incorrect meaning to the actions of classroom teachers. With these thoughts in mind, alongside requests for support from science teachers, the Centre for Science Education in collaboration with the Yorkshire and Humber Science Learning Centres has established the science Teacher Action Research Cluster (TARC). Harnessing action research as a well-recognised, sustainable and effective model of science teacher professional development, TARC set out to offer an effective approach to re-establishing and asserting a "science teacher voice," by endorsing its legitimacy and value within the science teaching profession and providing a collaboration that best supports the empowerment of teachers, as well as promoting greater capacity between theorists and practitioners. The TARC project is still under development, but projects such as this can help to address the limited capacity that classroom teachers have to carry out rigorous research alongside the delivery of the curriculum, and the limitations of teachers' skills and knowledge to carry out qualitative and quantitative research. (Contains 1 figure.)
Association for Science Education. College Lane Hatfield, Herts, AL10 9AA, UK. Tel: +44-1707-283000; Fax: +44-1707-266532; e-mail: info@ase.org.uk; Web site: http://www.ase.org.uk
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Primary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom (England)