Participatory Action Research as a Way to Innovate Mathematics and Science Teaching, Teachers' Professional Development Perceptions and Performances

Autor/inn/en	Miedijensky, Shirley; Sasson, Irit
Titel	Participatory Action Research as a Way to Innovate Mathematics and Science Teaching, Teachers' Professional Development Perceptions and Performances
Quelle	In: Educational Action Research, 30 (2022) 1, S.39-60 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0965-0792
DOI	10.1080/09650792.2020.1802320
Schlagwörter	Participatory Research; Action Research; Case Studies; Mathematics Instruction; Science Instruction; Faculty Development; Teacher Attitudes; Professional Autonomy; Mathematics Teachers; Science Teachers; High School Teachers; Masters Programs; Inservice Teacher Education + Suchen Sie Ihr Suchwort? Forschungstätigkeit; Projektforschung; Case study; Fallstudie; Case Study; Mathematics lessons; Mathematikunterricht; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Lehrerverhalten; Berufsfreiheit; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Science; Science teacher; Wissenschaft; High school; High schools; Oberschule; Magister course; Magisterstudiengang; Lehrerfortbildung
Abstract	This study examined in-service teachers who engaged in a year-long professional development (PD) course that focused on conducting participatory action research (PAR) related to mathematics and science instruction. We focused on how the teachers perceived the PAR process and its impact on their practice and performance throughout the course. A multiple-case study approach was used and the data included interviews with teachers, observations, and teacher performance tasks. Four meta-design principles were implemented and embedded in the course: learning from and with peers, making thinking visible, making content accessible, and promoting autonomy to enable teachers to become lifelong learners. The findings indicate that a majority of the teachers acknowledged the opportunity to conduct PAR, cooperated with peers, changed their teaching strategies, and believed that they would continue to conduct PAR in the future. The findings support implementing PAR to improve teachers' teaching practices, PD perceptions, and performance of tasks during the course. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01