期刊名称：REDIE. Revista Electrónica de Investigación Educativa
印刷版ISSN：1607-4041
电子版ISSN：1607-4041
出版年度：2015
卷号：17
期号：3
页码：46-60
语种：English
出版社：Universidad Autónoma de Baja California
摘要：This articlediscusses the outcomes of a case study that engaged Chilean in-service teachers insystematic action research (AR) as a means of improving their pedagogical practice and effectingchanges in their educational context. The study involved sixin-service teachers froma region ofChileand two university researchers. The findingsshow that knowledge of systematicARprovided the teachers with the necessary means to engage in a critical reflection and inquiryprocess regarding their own practice. The teacher participants also perceived the self-reflectivespiral of reflection and action to be crucial inestablishing new habits of inquiry and reflectionabout 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 ARin teacher preparation programs in order to foster strong habits of inquiry and reflection amongpreservice teachers. Finally, the study suggests that participation inasystematic reflection andinquiry process contributes to empowering in-service teachers to become agents of pedagogicalchange through their own actions.
其他摘要：This articlediscusses the outcomes of a case study that engaged Chilean in-service teachers insystematic action research (AR) as a means of improving their pedagogical practice and effectingchanges in their educational context. The study involved sixin-service teachers froma region ofChileand two university researchers. The findingsshow that knowledge of systematicARprovided the teachers with the necessary means to engage in a critical reflection and inquiryprocess regarding their own practice. The teacher participants also perceived the self-reflectivespiral of reflection and action to be crucial inestablishing new habits of inquiry and reflectionabout 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 ARin teacher preparation programs in order to foster strong habits of inquiry and reflection amongpreservice teachers. Finally, the study suggests that participation inasystematic reflection andinquiry process contributes to empowering in-service teachers to become agents of pedagogicalchange through their own actions.
关键词：Action research; in-service and preservice teachers; systematic AR.
其他关键词：Action research; in-service and preservice teachers; systematic AR.
