Teachers in action research: Assumptions and potentials

Teachers in action research: Assumptions and potentials

• Li, Yuen Ling Dept. of Early Childhood Education, Hong Kong Institute of Education

Educational Action Research, 16(2), 251-260, 2008

Routledge

2008

• T Educational Research
  • TB Study of Research Activities
• M Teachers & Education for Teachers
  • MF Characteristics & Conditions of Educational Workers
• M Teachers & Education for Teachers
  • MA Professional Education for Teachers

Action Research Literature Reflective Teaching Teacher Characteristics Foreign Countries Kindergarten Early Childhood Education Cooperation Preschool Teachers Teamwork Simulation Cognitive Development Video Technology Hong Kong

• Hong Kong

• 1997.7 onwards

• Pre-Primary Education
• Post-Secondary Education

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 of Educational Action Research is the property of Routledge. Full article may be available at the publisher's website: http://dx.doi.org/10.1080/09650790802011908]

• English

Journal Articles

• 09650792

• 10.1080/09650790802011908

https://bibliography.lib.eduhk.hk/en/bibs/b9c4dd06

2010-11-24