Becoming a Teacher through Action Research: Process, Context, and Self-Study
Donna Kalmbach Phillips, Kevin Carr
Format: PDF / Kindle (mobi) / ePub
Becoming a Teacher through Action Research, Third Edition skillfully interweaves the stories of pre-service teaching with the process of action research. This engaging text focuses specifically on the needs of pre-service teachers by providing assistance for all stages of the research experience, including guidance on how to select an area of focus, design a culturally-proficient study, collect and interpret data, and communicate findings.
With an updated introduction and two new chapters, this revised edition fully develops a convincing response to the framing question of the book, "Why pre-service teacher action research?" The new edition continues to focus on elements of trustworthy pre-service teacher action research, and provides a more robust overview of research methodology. Using additional activities, charts, and examples, this book offers support during the steps of writing a critical question, data collection, data analysis and the use of analytic memos.
New Features in the Third Edition include:
- New chapters on ongoing data analysis and final data interpretation, which include practice scenarios and examples to give readers a deeper understanding of doing the work of action research processes;
- An expanded chapter on action research methodology, which includes scaffolds for making methodological decisions, additional practice scenarios, and a revised action research design template;
- New end-of-chapter Content and Process Questions to encourage deeper understanding;
- New examples throughout, expanded additional glossary terms, enhanced literature review guidance, and updated templates to support action research projects;
- An updated companion website with downloadable templates and additional instructor resources;
- A revised interior text design to increase the accessibility of the text.
This one-of-a-kind guide continues to offer invaluable support for teacher-education students during a critical phase of their professional—and personal—lives.
middle” (Deleuze & Guattari, 1980/1987, p. 293). And we confess: The “points” of first, second, and third edition are illusionary and we do not know all of the where and what and who and how that have passed through in it/our becoming. We write this third edition in the company of students, former, current, and those students still to come, who challenge our thinking, our way of being, our comfortable and habitual zones of teaching. We write this book in acknowledgment that the world of teaching
universe of professional knowledge that exists. Depending on the resources of your institution, you may be able to complete much or all of the search and acquisition process online. As with Internet searches, it is important and time-saving to record and organize the results of library searches. A common academic format for compiling research information is known as an annotated bibliography. Activity: Annotated Bibliography You may use the template found on the BTAR companion website to create
Introduction to Data Collection Methods Trustworthy Data Collection Data Collection Methods Purpose and Data Collection Understanding Triangulation Bringing it all Together: Your Research Data Compilation Problematizing Practice: Applying the Key Concepts of Data Collection Synthesizing the Act of Data Collection Content and Process Questions Self-Study 3.1: Personal Perspective and Reading the Classroom V CONTENTS 97 99 4 101 102 102 103 104 104 107 107 110 110 111 113 116 5 117 118 122
“ritualistic acts . . . conducted for their intrinsic value rather than to foster learning” (p. 292). Haberman notes that “good teaching” can be identified more by observing students, rather then their teachers. Consider Haberman’s “good teaching” qualities in Table 5.9. Compare and contrast your current teaching situation with his list by giving specific examples. Î TABLE 5.9: Haberman’s (1991) Good Teaching Traits Martin Haberman (1991) “Good Teaching” My School Site and “Good Teaching”
ACTION RESEARCH • “How do these emerging categories reflect my own beliefs about teaching and learning?” If the categories only affirm what we are thinking as researchers, we may need to look again. Using your literature review and seeking help from your critical colleague are helpful in this pursuit. • “What are the limits of these categories?” What is it you do not know and cannot know about these categories? Take a break and consider the criteria for trustworthy teacher action research.