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.
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|Item Type:||Journal Article|
|Keywords:||action research, beginning teachers, professional growth, science education, mathematics education, gifted education, HERN|
|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 00:00|
|Last Modified:||27 Oct 2014 04:55|
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