Conversation in Teaching; Conversation as Research: A Self-Study of the Teaching of Collaborative Action Research
American Educational Research Association Annual Meeting,
A self-study is reported in which the researcher explored the possibility of using a university course on action research to promote the development of professional community, an examination of power relations, and a sense of recognition among teachers enrolled in the course of their own expertise. Approximately 20 participating teachers in each of 2 courses collaborated in small group, large group, written, and one-on-one conversations to examine and research their own pedagogical methods and practices. The model of action research chosen was that of enhanced normal practice, in which teachers collaborate through the mechanisms of anecdote-telling, experimentation with new ideas, and systematic inquiry. A variety of methods were used to promote conversation among students, including electronic mail, research notebook response groups, data workshops, and oral final presentations. Participants found these conversations useful for the selection and clarification of starting points for research, and for deciding on appropriate methods for data collection and analysis. Students also stated that the techniques used to promote conversation fostered greater equity in the class, cultivated a sense of community built upon diversity, and provided insight into problematic aspects of teachers' practices. Implications for the role of the professor as both researcher and instructor are discussed. (Contains 26 references.) (PB)
Feldman, A. (1995). Conversation in Teaching; Conversation as Research: A Self-Study of the Teaching of Collaborative Action Research. Presented at American Educational Research Association Annual Meeting 1995.
Cited ByView References & Citations Map
David Heflich & LeAnn Putney, Univ. of Nevada, Las Vegas, United States
Society for Information Technology & Teacher Education International Conference 2001 (2001) pp. 197–202
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