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

行动研究是一种专业发展的方法，在这种方法中，教师通常花费1年或更长时间从事基于课堂的研究项目（Bransford, Brown, & Cocking, 2000, p. 199）。尽管针对教师发展的行动研究在当前的文献中占有突出地位，但关于行动研究如何影响教师学习和课程发展的文献却很少。此外，很少有人知道教师是如何将行动研究纳入他们的实践，并与其他教师合作开发课程的，特别是在外语教师教育领域（Burns, 1999）。本研究旨在揭示英语作为外语教师如何参与大学教师组织的合作行动研究，以及他们如何因此改变了他们在学校环境中的教学实践。在2007 - 2001学年，共有70名日本高中英语教师参与了由一名大学教师和一名研究人员组织的这项合作行动。这项为期两年的研究使用多种数据来源，包括访谈、课堂观察、调查和行动研究报告，描述了这些英语教师如何通过行动研究来发展他们的实践。所有教师都报告说，合作行动研究鼓励他们反思自己的日常教学，并使其成为他们职业的一种习惯。事实上，持续的教师学习机会导致了他们教学风格的变化，发展了他们的曲目并建立了他们的信心。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想法。看来，教师在学校环境中的合作似乎对成功的课程开发至关重要。本研究揭示了合作行动研究对教师与课程发展的挑战与机遇。简而言之，Burns（1999）肯定“合作行动研究的实验建立了一个与其他教师的专业学习社区……研究过程通过重申他们的专业判断，使他们能够采取步骤，使实践反思成为日常教学的常规部分，从而赋予教师权力”（第234页）。参考文献bransford， J. D, Brown， A. L.和Cocking， R. R.（编）(2000)。人们是如何学习的。华盛顿：国家科学院出版社。Burns， A.（1999）。英语教师的协同行动研究。剑桥：剑桥大学出版社。少

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