A Case Study of Novice Bilingual Education Teachers Conducting Action Research and Diffusing Teaching Innovations. (October 2021)

• Record Type: Journal Article
• Authors: Acosta, Sandra T.; Chen, Xuewei; Goltz, Heather; Goodson, Patricia; Padrón, Yolanda
• Is Part Of: Urban education. Volume 56:Number 9(2021)
• Page Start: 1576
• Page End: 1607
• Publication Date: 2021-10
• Subjects: action research -- bilingual education -- diffusion of innovations -- social capital -- activity theory; Education, Urban -- Periodicals; Enseignement en milieu urbain -- Périodiques; Éducation; Milieu urbain; Périodique électronique (Descripteur de forme); Ressource Internet (Descripteur de forme); 370.91732
• DOI: 10.1177/0042085918805148
• Languages: English
• ISSNs: 0042-0859

Abstract

This case study examined action research conducted by bilingual education teachers in urban schools as a tool for progressing from novice-to-expert teachers. We described a longitudinal study across four cohorts of first-year bilingual education teachers as action researchers ( n = 9). The study investigated the following: (a) how school leaders and colleagues responded to knowledge (innovations) generated through practitioner inquiry and (b) teacher–researchers' perceptions about the process and outcomes of sharing their research findings with school leaders and colleagues. Findings clustered around two patterns: feelings of teacher self-efficacy and workplace isolation. Principals perceived innovations as human capital, not social capital.