NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ973907
Record Type: Journal
Publication Date: 2012
Pages: 18
Abstractor: As Provided
Reference Count: 48
ISSN: ISSN-0965-0792
Reducing Discrepancies between Teachers' Espoused Theories and Theories-in-Use: An Action Research Model of Reflective Professional Development
Harnett, Jenny
Educational Action Research, v20 n3 p367-384 2012
This article reports on an action research project in which two New Zealand classroom teachers worked with a university researcher to investigate the effects of their knowledge, thinking, and beliefs on the ways in which they mediated students' learning in teacher-student interactions. Working in a small community of practice over a two-year period, the group carried out four cycles of action research. They gathered information through semi-structured interviews and classroom observations, and engaged in professional reading, reflection, and discussion. Initially the group found discrepancies between the teachers' espoused theories and their theories-in-use. Implicit beliefs and routinised behaviours were found to have a detrimental influence on the nature of the teachers' interactions with students. Through examination of their own practice and participation in reflective professional development, the teachers were able to make incremental changes and improvements in their interactions with students. (Contains 4 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:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: New Zealand