Beginning Teachers becoming Professionals through Action Research
This paper describes the conduct of, and acquired understandings from, a study designed to promote the professional growth of a group of beginning primary school teachers through participatory action research. The beginning teachers collaborated with university academic staff during the design and conduct of the study. A key component of the study was the formation of action research cells of participating teachers with each group focusing on particular aspects of teaching, for example, assessment, catering for gifted and talented students, and inclusivity in the classroom teaching program. The overall findings from the study, from the view of the university researchers, are presented and reflected upon in this paper. The implications of using action research for the professional growth of beginning teachers are also discussed.
Citation countsare sourced monthly fromand citation databases.
These databases contain citations from different subsets of available publications and different time periods and thus the citation count from each is usually different. Some works are not in either database and no count is displayed. Scopus includes citations from articles published in 1996 onwards, and Web of Science® generally from 1980 onwards.
Citations counts from theindexing service can be viewed at the linked Google Scholar™ search.
Full-text downloadsdisplays the total number of times this work’s files (e.g., a PDF) have been downloaded from QUT ePrints as well as the number of downloads in the previous 365 days. The count includes downloads for all files if a work has more than one.
|Item Type:||Journal Article|
|Keywords:||action research, beginning teachers, professional growth, science education, mathematics education, gifted education|
|Subjects:||Australian and New Zealand Standard Research Classification > EDUCATION (130000)|
|Divisions:||Current > QUT Faculties and Divisions > Faculty of Education|
|Copyright Owner:||Copyright 2001 Taylor & Francis|
|Copyright Statement:||First published in Educational Action Research 9(1):pp. 109-131.|
|Deposited On:||30 Jun 2005|
|Last Modified:||09 Jun 2010 22:26|
Repository Staff Only: item control page