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ERIC Number: EJ966421
Record Type: Journal
Publication Date: 2012
Pages: 14
Abstractor: As Provided
Reference Count: 36
ISBN: N/A
ISSN: ISSN-0965-0792
A Self-Study Using Action Research: Changing Site Expectations and Practice Stereotypes
Casey, Ashley
Educational Action Research, v20 n2 p219-232 2012
Practice is not created and developed by individual teachers but is subject to what Kemmis and Grootenboer called "extra-individual conditions" and cultural histories. The "expectations" around teaching do much to create stereotypes and conformity around how to teach and how to act in schools. This paper explores a teacher's longitudinal self-study of pedagogical and curricular change through reflective practice and "insider" action research. The findings show that pedagogical and curricular change is more than a personal desire to do something differently. Instead, it is a process of acknowledging expectation--student, teacher, institutional, and subject--and finding ways of working within, around and between these. Furthermore, insider action research is shown as a tool for positioning the practitioner in the "betweenness" of theory and practice. However, the paper concludes that while insider action research is a vital ingredient in sustained curriculum renewal, it needs to be hand-in-hand with collaboration with significant others inside and/or outside the school, and it needs to engage in a critique of the extra-individual conditions as part of the reflective process. (Contains 1 figure.)
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 - Evaluative
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom (England)