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Research on Continuous Professional Development through Action Research : From Individual Teacher Learning to Curriculum Development

通过行动研究进行持续专业发展研究:从教师个体学习到课程开发

基本信息

批准号：
19520524
负责人：
SATO Kazuyoshi
金额：
$ 2.91万
依托单位：
Nagoya University of Foreign Studies
依托单位国家：
日本
项目类别：
Grant-in-Aid for Scientific Research (C)
财政年份：
2007
资助国家：
日本
起止时间：
2007 至 2010
项目状态：
已结题

项目摘要

Action research is an approach to professional development in which, typically, teachers spend 1 or more years working on classroom-based research projects (Bransford, Brown, & Cocking, 2000, p. 199). Although action research for teacher development has gained prominence in the current literature, there has been little documentation as to how action research influences teacher learning and curriculum development. Moreover, little is known about how teachers have actually incorporated action research into their practice and worked with other teachers for curriculum development, particularly in the area of foreign language teacher education (Burns, 1999). This study aims at revealing how English as a Foreign Language (EFL) teachers engaged in collaborative action research organized by university teachers and how, as a result, they changed their teaching practices in their school contexts.In total, 70 Japanese high school teachers of English participated in this collaborative action resea … More rch project during 2007 through 2001 school year, which was organized by a university teacher and researcher. Using multiple data sources including interviews, classroom observations, surveys, and action research reports, this two-year long study delineates how these EFL teachers struggled with developing their practices through action research. All teachers reported that collaborative action research encouraged them to reflect on their daily teaching and made it a habit of their profession. In fact, continuous teacher learning opportunities led to changes in their teaching style, developing their repertoire and building their confidence. On the other hand, only a few teachers reported that they could share new ideas with their colleagues in their workplaces. It appears that teacher collaboration within a school context seems to be essential for successful curriculum development.This study sheds light on the challenges and opportunities of collaborative action research for teacher and curriculum development. In short, Burns (1999) affirms that "experimenting with collaborative action research builds a professional learning community with other teachers…the research process empowers teachers by reaffirming their professional judgment and enabling them to take steps to make reflection on practice a regular part of everyday teaching" (p. 234).ReferencesBransford, J. D., Brown, A. L.,& Cocking, R. R. (Eds.) (2000). How people learn. Washington, D. C. : National Academy Press.Burns, A. (1999). Collaborative action research for English language teachers. Cambridge : Cambridge University Press. Less

行动研究是一种专业发展的方法，通常情况下，教师花1年或更长时间从事课堂研究项目（Bransford，Brown，& Cocking，2000，第199页）。虽然教师发展的行动研究在当前的文献中已经获得了突出地位，但很少有文献表明行动研究如何影响教师学习和课程开发。此外，很少有人知道教师如何实际上将行动研究纳入他们的实践，并与其他教师的课程开发，特别是在外语教师教育领域（伯恩斯，1999年）。本研究旨在揭示日本70名高中英语教师如何参与大学教师组织的合作行动研究，以及他们如何在学校环境中改变自己的教学实践。 ...更多信息 2007至2001学年期间，由一名大学教师和研究人员组织的生殖健康项目。本研究采用访谈、课堂观察、问卷调查和行动研究报告等多种数据来源，历时两年，旨在描述这些英语教师是如何通过行动研究发展自己的教学实践的。所有的教师都报告说，合作行动研究鼓励他们反思自己的日常教学，并使之成为他们的职业习惯。事实上，教师不断学习的机会导致他们的教学风格的变化，发展他们的剧目和建立他们的信心。另一方面，只有少数教师报告说，他们可以在工作场所与同事分享新的想法。教师在学校环境中的合作似乎是成功的课程开发的必要条件。本研究揭示了合作行动研究对教师和课程开发的挑战和机遇。简而言之，Burns（1999）肯定了“合作行动研究的实验与其他教师建立了一个专业的学习社区.研究过程通过重申他们的专业判断，使他们能够采取措施，使实践反思成为日常教学的一部分，从而赋予教师权力”（第234页）。布朗，A. L.，&科金河R.（编辑）（2000年）的第10/2000号决议。人们如何学习。华盛顿，D. C.出版社：国家科学院出版社。（1999年）。英语教师合作行动研究。剑桥：剑桥大学出版社.少