Action research as a methodology for professional development in leading an educational process. (March 2020)

• Record Type: Journal Article
• Authors: Klima Ronen, Ilana
• Is Part Of: Studies in educational evaluation. Volume 64(2020)
• Publication Date: 2020-03
• Subjects: Academia-field partnership model -- Action research -- Collaborative learning -- Pre-service teachers -- Professional development; Curriculum evaluation -- Periodicals; Educational tests and measurements -- Periodicals; Programmes d'études -- Evaluation -- Périodiques; Tests et mesures en éducation -- Périodiques; 375.006
• DOI: 10.1016/j.stueduc.2019.100826
• Languages: English
• ISSNs: 0191-491X

Abstract

Highlights: The need to resolve a researcher`s discomfort leads to action research methodology Autobiographical narrative of self-study contributed to professional development Action research interweaving cognitive, affective theoretical and practical features Abstract: The need to resolve a researcher's discomfort, resulting from the inherent gap between values and beliefs and their practical implementation, led to using action research methodology during an academy-field partnership. Two teacher educators, 24 pre-service teachers specializing in science, and six teachers participated in the study. Throughout the two years of the partnership this study describes a reflective perspective process that focuses on actions, events, thoughts, dilemmas and feelings of the participants that emerged from the researcher's reflective journal. Cycles of reflection on thinking and doing helped monitoring the complex process of the partnership that bridges the gap between the academic and field cultures. The collected data underwent three stages of interpretative content analysis that point to the role of reflection cycles on thinking and doing, resulting in the interweaving of cognitive, affective, theoretical and practical features during the academy-field practice model.