Becoming Reflective and Inquiring Teachers: Collaborative Action Research for In-service Chilean Teachers

Becoming Reflective and Inquiring Teachers: Collaborative Action Research for In-service Chilean Teachers

This article discusses the outcomes of a case study that engaged Chilean in-service teachers in systematic action research (AR) as a means of improving their pedagogical practice and effecting changes in their educational context. The study involved six in-service teachers from a region of Chile and...

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主要な著者: Pellerin, Martine, Paukner Nogués, Fraño Ivo
フォーマット: Online
言語:eng
出版事項: REDIE es una publicación del Instituto de Investigación y Desarrollo Educativo (IIDE). 2015
オンライン･アクセス:https://redie.uabc.mx/index.php/redie/article/view/661
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spelling redie-article-6612020-12-14T19:30:25Z Becoming Reflective and Inquiring Teachers: Collaborative Action Research for In-service Chilean Teachers Pellerin, Martine Paukner Nogués, Fraño Ivo action research inservice and preservice teachers self-reflective spiral of reflection and action habits of inquiry and reflection systematic AR This article discusses the outcomes of a case study that engaged Chilean in-service teachers in systematic action research (AR) as a means of improving their pedagogical practice and effecting changes in their educational context. The study involved six in-service teachers from a region of Chile and two university researchers. The findings show that knowledge of systematic AR provided the teachers with the necessary means to engage in a critical reflection and inquiry process regarding their own practice. The teacher participants also perceived the self-reflective spiral of reflection and action to be crucial in establishing new habits of inquiry and reflection about their own pedagogical actions. The findings support earlier studies (e.g., Price & Valli, 2005; Steven & Kitchen, 2005, 2011) concerning the necessity of including knowledge of systematic AR in teacher preparation programs in order to foster strong habits of inquiry and reflection among preservice teachers. Finally, the study suggests that participation in a systematic reflection and inquiry process contributes to empowering in-service teachers to become agents of pedagogical change through their own actions. REDIE es una publicación del Instituto de Investigación y Desarrollo Educativo (IIDE). 2015-08-31 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion text/html application/pdf https://redie.uabc.mx/index.php/redie/article/view/661 Revista Electrónica de Investigación Educativa; Vol. 17 No. 3 (2015) Revista Electrónica de Investigación Educativa; Vol. 17 Núm. 3 (2015) 1607-4041 eng https://redie.uabc.mx/index.php/redie/article/view/661/1294 https://redie.uabc.mx/index.php/redie/article/view/661/1306 Derechos de autor 2019 Revista Electrónica de Investigación Educativa
institution REDIE
collection OJS
language eng
format Online
author Pellerin, Martine
Paukner Nogués, Fraño Ivo
spellingShingle Pellerin, Martine
Paukner Nogués, Fraño Ivo
Becoming Reflective and Inquiring Teachers: Collaborative Action Research for In-service Chilean Teachers
author_facet Pellerin, Martine
Paukner Nogués, Fraño Ivo
author_sort Pellerin, Martine
title Becoming Reflective and Inquiring Teachers: Collaborative Action Research for In-service Chilean Teachers
title_short Becoming Reflective and Inquiring Teachers: Collaborative Action Research for In-service Chilean Teachers
title_full Becoming Reflective and Inquiring Teachers: Collaborative Action Research for In-service Chilean Teachers
title_fullStr Becoming Reflective and Inquiring Teachers: Collaborative Action Research for In-service Chilean Teachers
title_full_unstemmed Becoming Reflective and Inquiring Teachers: Collaborative Action Research for In-service Chilean Teachers
title_sort becoming reflective and inquiring teachers: collaborative action research for in-service chilean teachers
description This article discusses the outcomes of a case study that engaged Chilean in-service teachers in systematic action research (AR) as a means of improving their pedagogical practice and effecting changes in their educational context. The study involved six in-service teachers from a region of Chile and two university researchers. The findings show that knowledge of systematic AR provided the teachers with the necessary means to engage in a critical reflection and inquiry process regarding their own practice. The teacher participants also perceived the self-reflective spiral of reflection and action to be crucial in establishing new habits of inquiry and reflection about their own pedagogical actions. The findings support earlier studies (e.g., Price & Valli, 2005; Steven & Kitchen, 2005, 2011) concerning the necessity of including knowledge of systematic AR in teacher preparation programs in order to foster strong habits of inquiry and reflection among preservice teachers. Finally, the study suggests that participation in a systematic reflection and inquiry process contributes to empowering in-service teachers to become agents of pedagogical change through their own actions.
publisher REDIE es una publicación del Instituto de Investigación y Desarrollo Educativo (IIDE).
publishDate 2015
url https://redie.uabc.mx/index.php/redie/article/view/661
_version_ 1715723543414571008

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