Becoming Reflective and Inquiring Teachers: Collaborative Action Research for In-service Chilean Teachers

Autores

  • Martine Pellerin University of Alberta (Campus Saint-Jean)
  • Fraño Ivo Paukner Nogués Universidad Católica Del Maule

Palabras clave:

action research, inservice and preservice teachers, self-reflective spiral of reflection and action, habits of inquiry and reflection, systematic AR

Resumen

This article discusses the outcomes of a case study that engaged Chilean in-service teachers in systematic action research (AR) as a means of improving their pedagogical practice and effecting changes in their educational context. The study involved six in-service teachers from a region of Chile and two university researchers. The findings show that knowledge of systematic AR provided the teachers with the necessary means to engage in a critical reflection and inquiry process regarding their own practice. The teacher participants also perceived the self-reflective spiral of reflection and action to be crucial in establishing new habits of inquiry and reflection about 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 AR in teacher preparation programs in order to foster strong habits of inquiry and reflection among preservice teachers. Finally, the study suggests that participation in a systematic reflection and inquiry process contributes to empowering in-service teachers to become agents of pedagogical change through their own actions.

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Biografía del autor

Martine Pellerin, University of Alberta (Campus Saint-Jean)

Pellerin is currently an associate professor at the University of Alberta (Campus Saint-Jean), Canada. She teaches courses in the undergraduate program of teacher preparation program in Education. She also teaches courses at the graduate level in the areas of qualitative research approaches including a course on research action (MEDU 583). Her main research areas include the use of digital technologies in the language classroom, digital ethnography and collaborative action research. She has developed a collaborative research action model (CARM) that is now used by school boards across the province of Alberta and Northwest Territories. She teaches at the undergraduate and graduate level. Her primary research interests include collaborative action research, building on partnerships between university researchers and practitioners.

Fraño Ivo Paukner Nogués, Universidad Católica Del Maule

Profesor del Departamento de Fundamentos de la Educación

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Publicado

2015-08-31

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