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

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...

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Detalles Bibliográficos
Autores: Pellerin, Martine, Paukner Nogués, Fraño Ivo
Tipo de recurso: artículo
Estado:Versión publicada
Fecha de publicación:2015
País:México
Institución:UNIVERSIDAD AUTÓNOMA DE BAJA CALIFORNIA
Repositorio:Revista Electrónica de Investigacion Educativa
Idioma:inglés
OAI Identifier:oai:ojs.redie.uabc.mx:article/661
Acceso en línea:https://redie.uabc.mx/redie/article/view/661
Access Level:acceso abierto
Palabra clave:action research
inservice and preservice teachers
self-reflective spiral of reflection and action
habits of inquiry and reflection
systematic AR
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spelling Becoming Reflective and Inquiring Teachers: Collaborative Action Research for In-service Chilean TeachersPellerin, MartinePaukner Nogués, Fraño Ivoaction researchinservice and preservice teachersself-reflective spiral of reflection and actionhabits of inquiry and reflectionsystematic ARThis 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.Universidad Autónoma de Baja California. Instituto de Investigación y Desarrollo Educativo2015-08-31info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersiontext/htmlapplication/pdfhttps://redie.uabc.mx/redie/article/view/661Revista Electrónica de Investigación Educativa; Vol. 17 No. 3 (2015)Revista Electrónica de Investigación Educativa; Vol. 17 Núm. 3 (2015)1607-4041reponame:Revista Electrónica de Investigacion Educativainstname:UNIVERSIDAD AUTÓNOMA DE BAJA CALIFORNIAinstacron:UABCenghttps://redie.uabc.mx/redie/article/view/661/1294https://redie.uabc.mx/redie/article/view/661/1306Derechos de autor 2019 Revista Electrónica de Investigación Educativainfo:eu-repo/semantics/openAccessoai:ojs.redie.uabc.mx:article/6612024-08-22T16:52:56Z
dc.title.none.fl_str_mv Becoming Reflective and Inquiring Teachers: Collaborative Action Research for In-service Chilean Teachers
title Becoming Reflective and Inquiring Teachers: Collaborative Action Research for In-service Chilean Teachers
spellingShingle Becoming Reflective and Inquiring Teachers: Collaborative Action Research for In-service Chilean Teachers
Pellerin, Martine
action research
inservice and preservice teachers
self-reflective spiral of reflection and action
habits of inquiry and reflection
systematic AR
title_short Becoming Reflective and Inquiring Teachers: Collaborative Action Research for In-service Chilean Teachers
title_full Becoming Reflective and Inquiring Teachers: Collaborative Action Research for In-service Chilean Teachers
title_fullStr Becoming Reflective and Inquiring Teachers: Collaborative Action Research for In-service Chilean Teachers
title_full_unstemmed Becoming Reflective and Inquiring Teachers: Collaborative Action Research for In-service Chilean Teachers
title_sort Becoming Reflective and Inquiring Teachers: Collaborative Action Research for In-service Chilean Teachers
dc.creator.none.fl_str_mv Pellerin, Martine
Paukner Nogués, Fraño Ivo
author Pellerin, Martine
author_facet Pellerin, Martine
Paukner Nogués, Fraño Ivo
author_role author
author2 Paukner Nogués, Fraño Ivo
author2_role author
dc.subject.none.fl_str_mv action research
inservice and preservice teachers
self-reflective spiral of reflection and action
habits of inquiry and reflection
systematic AR
topic action research
inservice and preservice teachers
self-reflective spiral of reflection and action
habits of inquiry and reflection
systematic AR
description 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.
publishDate 2015
dc.date.none.fl_str_mv 2015-08-31
dc.type.none.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.none.fl_str_mv https://redie.uabc.mx/redie/article/view/661
url https://redie.uabc.mx/redie/article/view/661
dc.language.none.fl_str_mv eng
language eng
dc.relation.none.fl_str_mv https://redie.uabc.mx/redie/article/view/661/1294
https://redie.uabc.mx/redie/article/view/661/1306
dc.rights.none.fl_str_mv Derechos de autor 2019 Revista Electrónica de Investigación Educativa
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Derechos de autor 2019 Revista Electrónica de Investigación Educativa
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv text/html
application/pdf
dc.publisher.none.fl_str_mv Universidad Autónoma de Baja California. Instituto de Investigación y Desarrollo Educativo
publisher.none.fl_str_mv Universidad Autónoma de Baja California. Instituto de Investigación y Desarrollo Educativo
dc.source.none.fl_str_mv Revista Electrónica de Investigación Educativa; Vol. 17 No. 3 (2015)
Revista Electrónica de Investigación Educativa; Vol. 17 Núm. 3 (2015)
1607-4041
reponame:Revista Electrónica de Investigacion Educativa
instname:UNIVERSIDAD AUTÓNOMA DE BAJA CALIFORNIA
instacron:UABC
instname_str UNIVERSIDAD AUTÓNOMA DE BAJA CALIFORNIA
instacron_str UABC
institution UABC
reponame_str Revista Electrónica de Investigacion Educativa
collection Revista Electrónica de Investigacion Educativa
repository.name.fl_str_mv
repository.mail.fl_str_mv
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