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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REDIE es una publicación del Instituto de Investigación y Desarrollo Educativo (IIDE).
2015
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repositorioinstitucional-20.500.12930-61502023-05-09T15:05:17Z 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. 2015-08-31 2021-06-03T03:05:06Z 2021-06-03T03:05:06Z info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion https://redie.uabc.mx/index.php/redie/article/view/661 https://hdl.handle.net/20.500.12930/6150 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 text/html application/pdf REDIE es una publicación del Instituto de Investigación y Desarrollo Educativo (IIDE). Revista Electrónica de Investigación Educativa; Vol. 17 No. 3 (2015) Revista Electrónica de Investigación Educativa; Vol. 17 Núm. 3 (2015) 1607-4041 |
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eng |
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action research inservice and preservice teachers self-reflective spiral of reflection and action habits of inquiry and reflection systematic AR |
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action research inservice and preservice teachers self-reflective spiral of reflection and action habits of inquiry and reflection systematic AR Pellerin, Martine Paukner Nogués, Fraño Ivo 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. |
| format |
info:eu-repo/semantics/article |
| author |
Pellerin, Martine Paukner Nogués, Fraño Ivo |
| 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 |
| 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_ |
1792610694552616960 |
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