Teachers in action research: Assumptions and potentials

Yuen Ling Joyce LI

Research output: Contribution to journalArticle

20 Citations (Scopus)

Abstract

Research literature has long indicated that action research may stimulate practitioners themselves to actively evaluate the quality of their practice. This study is designed to report the use of action research for the development of early years professional practice by analyzing the pre-project and the post-project video-filmed teaching events. The finding was that action research might support knowledge development in the teacher profession. However, the teacher's ability to accommodate outside knowledge might be limited by one's inside knowledge. The study helps to clarify the assumptions and potentials of action research for teachers learning to teach. Copyright © 2008 Taylor & Francis Group, an informa business.
Original languageEnglish
Pages (from-to)251-260
JournalEducational Action Research
Volume16
Issue number2
DOIs
Publication statusPublished - Jun 2008

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Citation

Li, Y.-L. (2008). Teachers in action research: Assumptions and potentials. Educational Action Research, 16(2), 251-260.

Keywords

  • Teachers in action research
  • Teacher knowledge
  • Reflective teaching