行动研究与教学实践中的系统性、意向性变革

IF 2.4 1区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Review of Research in Education Pub Date : 2019-05-22 DOI:10.3102/0091732X18821132
M. Manfra
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引用次数: 53

摘要

行动研究通过强调探究和将教师置于研究实践的中心,改变了当代教育改革的范式。通过将教师定位为学习者,行动研究为改变教学提供了一种系统的、有意识的方法。作为实践社区的一部分,行动研究人员从事持续的专业学习活动。他们探索日常实践中的问题,并努力带来改变。本综述重点介绍了来自英语语言艺术、数学、科学和社会学四个学科领域的行动研究,其前提是改变教学实践与理解教师如何学习有关。具体而言,它侧重于通过行动研究了解教师教学内容知识,学科探究和批判性教学法的变化。研究结果表明,我们必须超越目前将教师学习视为过程-产品、认知和情境的概念,将教学视为探究。通过行动研究改变实践的成功努力已经证明了让教师积极参与教育研究的价值。与此同时,该领域必须克服各种障碍,包括行动研究的边缘化、与开展行动研究有关的后勤问题以及研究结果的传播。
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Action Research and Systematic, Intentional Change in Teaching Practice
Action research shifts the paradigm of contemporary educational reform by emphasizing inquiry and placing teachers at the center of research-into-practice. By situating teachers as learners, action research offers a systematic and intentional approach to changing teaching. When working as part of a community of practice, action researchers engage in sustained professional learning activities. They explore issues of everyday practice and work to bring about change. This review highlights action research studies from across four subject areas—English language arts, mathematics, science, and social studies—and is premised on the notion that changing teaching practice is connected to understanding how teachers learn. Specifically, it focuses on understanding changes in teacher pedagogical content knowledge, disciplinary inquiry, and critical pedagogy through action research. Findings suggest that we must go beyond current conceptualizations of teacher learning as process-product, cognitive, and situative to view teaching as inquiry. Successful efforts to change practice through action research have demonstrated the value of engaging teachers as active participants in education research. At the same time, the field must overcome barriers including the marginalization of action research, logistical issues associated with conducting action research, and the dissemination of findings.
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来源期刊
Review of Research in Education
Review of Research in Education EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
15.70
自引率
0.00%
发文量
14
期刊介绍: Review of Research in Education (RRE), published annually since 1973 (approximately 416 pp./volume year), provides an overview and descriptive analysis of selected topics of relevant research literature through critical and synthesizing essays. Articles are usually solicited for specific RRE issues. There may also be calls for papers. RRE promotes discussion and controversy about research problems in addition to pulling together and summarizing the work in a field.
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