scholarly journals Collaborative Action Research: Professional Development in a Cold Climate

1990 ◽  
Vol 16 (3) ◽  
pp. 167-172 ◽  
Author(s):  
David Westgate ◽  
John Batey ◽  
Jane Brownlee
Keyword(s):  
Professional Development ◽  
Action Research ◽  
Collaborative Action Research ◽  
Cold Climate ◽  
Collaborative Action

Professional Development Landscapes

2017 ◽  
pp. 98-111
Author(s):  
Beril Yucel ◽  
Meral Güçeri
Keyword(s):  
Professional Development ◽  
Action Research ◽  
English Language ◽  
Collaborative Action Research ◽  
Language Teachers ◽  
Teachers Perceptions ◽  
Collaborative Action ◽  
English Language Teachers

This chapter aims to present two action research case studies conducted in the English Language Schools of two universities in Turkey and discuss the long-term effects of this Professional Development activity on teachers' professional lives. In both of these studies, teachers were involved in collaborative action research. The first case study discusses a small scale collaborative Action Research project which targeted 16 English language teachers. Case Study Two, on the other hand, is a large scale project which explores 160 English language teachers' collaborative action research study. Detailed information about each case study is provided by highlighting the aims, institutional contexts, participant profiles, methodology used and findings. Teachers' perceptions about action research and the long-term impact of it on their professional growth are also discussed. Conclusion part highlights the factors that need to be taken into consideration while setting up collaborative action research projects in institutions. Finally, future research recommendations are made.

Teacher Collaborative Action Research

2018 ◽  
Vol 28 (2) ◽  
pp. 173-201
Author(s):  
Katherine A. Curry ◽  
Jackie Mania-Singer ◽  
ED Harris ◽  
Shawna Richardson
Keyword(s):  
Professional Development ◽  
Action Research ◽  
School Improvement ◽  
Distributed Leadership ◽  
Professional Practice ◽  
Qualitative Case Study ◽  
Collaborative Action Research ◽  
Improvement Strategy ◽  
Collaborative Action

This qualitative case study utilized distributed leadership theory and Capobianco and Feldman's (2006) conceptualization of conditions for collaborative action research (CAR) to describe the implementation of CAR as professional development (PD) and school improvement strategy in two educational contexts, one alternative school and one rural, in a Midwestern state. Findings indicate that distributed leadership facilitates CAR as a powerful PD tool and results in development of action plans for school improvement; however, conditions are necessary for CAR to effect professional practice.

Longitudinal research on EFL teacher professional development in (Japanese) contexts: Collaborative action research projects

2019 ◽  
pp. 136216881989381
Author(s):  
Kazuyoshi Sato ◽  
and Nancy Mutoh ◽  
Robert C. Kleinsasser
Keyword(s):  
Professional Development ◽  
Action Research ◽  
Developmental Stages ◽  
Longitudinal Research ◽  
Teaching Experience ◽  
Collaborative Action Research ◽  
Learning Processes ◽  
Dynamic Learning ◽  
Similar Action ◽  
Collaborative Action

This study examined how secondary teachers (junior and senior high school teachers) of English as a foreign language (EFL) in Japan participated in collaborative action research and engaged in their professional development over four years. In particular, little is known as to how EFL teachers challenge their beliefs and implement innovative practices based on communicative language teaching (CLT) through teacher learning processes. Using a mixed methods design, the study identified three developmental stages regardless of years of teaching experience: (1) Challenging teacher beliefs through TESOL classes and modeling teachers who have done similar action research (AR) through trial and error teaching as they practice communicative activities; (2) Making sense of teaching through adapting and modifying theories of CLT; and (3) Building confidence in teaching by actually seeing students change. These stages overlap and are not mutually exclusive, depending on teacher and teaching context. The study reveals teachers’ dynamic learning processes and professional development.

scholarly journals The Role of Collaborative Action Research in Teachers’ Professional Development

2016 ◽  
Vol 18 (1) ◽  
pp. 39-54 ◽  
Author(s):  
Angela Yicely Castro Garces ◽  
Liliana Martinez Granada
Keyword(s):  
Professional Development ◽  
Action Research ◽  
Collaborative Action Research ◽  
Qualitative Research Study ◽  
Collaborative Action ◽  
Key Factor ◽  
Teachers Professional Development ◽  
English Program ◽  
The Impact

<p><span>Teachers’ professional development is a key factor to have more reflective educators capable of working on teams to find solutions to problems that arise in their classrooms. The objective of this study is to analyze the impact that the collaborative planning, implementation, and evaluation of classroom projects, developed through collaborative action research, have in the professional development of in-service and pre-service teachers in a BA in English program. This is a qualitative research study focused on collaborative action research. Data were collected through journals, surveys, and meeting proceedings of collaborative sessions. As a result, it was possible to describe the processes and dynamics generated, as well as the changes perceived, which contributed to the professional development of the participants.</span></p>

Sign in / Sign up

Export Citation Format

Share Document