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ERIC Number: EJ966648
Record Type: Journal
Publication Date: 2010-Oct
Pages: 16
Abstractor: As Provided
Reference Count: 24
ISBN: N/A
ISSN: ISSN-1683-1381
A Collaborative Action Research Project in the Kindergarten: Perspectives and Challenges for Teacher Development through Internal Evaluation Processes
Galini, Rekalidou; Efthymia, Penderi
New Horizons in Education, v58 n2 p18-33 Oct 2010
Background: Collaborative action research provides teachers with the framework and methodology to reflect upon their work and take action with regard to specific concerns and situations in their classrooms. Within this approach, internal evaluation could be a useful tool to help teachers develop critical thinking about their work by locating areas of their work that need improvement. Aims: The present study examines an attempt to introduce internal evaluation processes in the kindergarten within the framework of collaborative action research. Sample: The study was conducted by a university researcher in collaboration with 4 kindergarten teachers and 4 parent representatives from 2 kindergarten classes in North-Eastern Greece. 35 children and their parents participated in the project. Method: According to the action research methodology, a combination of methods was used to collect data, such as questionnaires, observations, teacher journals and interviews. Results: Data showed that the restricted social cohesion in the classroom, the high rates of teachers' authoritarian practices and parent-teacher collaboration were the basic areas of concern. Internal and self-evaluation processes were important for locating the problematic areas and supported decision-making for action while formative assessment techniques enhanced participation and learning for all stakeholders. Conclusion: Implementing internal evaluation processes in the kindergarten within the framework of an action research project helped teachers to overcome their preconceptions about evaluation as a controlling practice and use its strengths to reflect upon their work, challenge their practices and conditions in the classroom and improve educational processes. The project showed the necessity of giving the children a central and active role in the evaluation process and revealed a problematic dimension, that of the parent-teacher relationship. (Contains 7 tables and 2 photos.)
Hong Kong Teachers' Association. 242 Nathan Road, National Court 7/F, Kowloon, Hong Kong. Tel: +852-2367-3420; Fax: +852-2722-4813; e-mail: hkta1934@yahoo.com.hk; Web site: http://www.cpe.ied.edu.hk/newhorizon
Publication Type: Journal Articles; Reports - Research
Education Level: Kindergarten
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Greece