Action Research in Teacher Education and Professional Development
Keywordsaction research, knowledge-constitutive interests, initial teacher training, teachers’ professional development
AbstractThe aim of this text is to introduce the essence and arguments for the usefulness of action research as a research paradigm in the development and updating of teachers’ professionalism. Thus, I present the specific features of action research, its cognitive and practical potential in relation to everyday educational practice. I stress the importance of using researcherspractitioners
own voices to express their concerns and opinions, and take new bold initiatives. Then I point out the cognitive interests which direct the action research on specific cognitive
purposes and changes assumed. Next, I present the possibilities of applying this research approach in the process of academic education of teacher candidates as well as the process of professional improvement of teachers- practitioners. In both cases, I use a few samples of
practices to illustrate my point of view on this paradigm. As an example of the initial teacher education I present an experience of E. Wołodźko from her book Towards an autonomy of study (2013). In second case, I mention experiences of my PhD students – teachers -practitioners.
How to Cite
CZEREPANIAK - WALCZAK, Maria. Action Research in Teacher Education and Professional Development. Przegląd Badań Edukacyjnych (Educational Studies Review) [online]. 10 February 2015, T. 2, nr 19, s. 181–194. [accessed 31.3.2023]. DOI 10.12775/PBE.2014.028.
Methods of data collection and analysis in educational research
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