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Contribution
In the 2004 the National Institute of Education invite 6 high schools in Slovenia (pupils age from 15 to 19) into the project concearning their quality. The general aims of this project were (from perspective of Institute): a) to stimulate and support teachers in their search for and ensuring the quality of student's developmental opportunity in their clasroom, b) to support teachers' professional development, c) to support school communities in becoming learning communities. From the perspective of teachers, the general aims were: a) to raise their awareness of their thinking, feeling and acting in classroom, b) to investigate their practice sistematically and to solve their current professional dilemmas, c) to search for alternative in thinking, feeling and acting in clasroom. All these processes were going on in an intensive dialog between teachers in each of the school and enables them to learn from each other and to grow as professionals. General strategy of teachers' investigation of their practice was action research. Theoretical framework of our cooperation with these schools: a) ideas about school development, schools as learning communities, changing the school culture, criticaly reflective teachers (Frost 2000, Schein 2004, Senge 2001, Fullan 1993, Hargreaves and Hopkins 2001, Argyris 1995, 2002, Brookfield 1995), b) action research strategies (Mc Kernan 1991, Carro Bruce 2000)In this paper I'll discuss the results of the evaluation of one aspect of our cooperation with teachers in those six schools (N= 150 teachers). I investigate the meaning of action research for these teachers and their subjective assesment of the effect of action research on their everyday practice. The research questions area) what was the meaning of action research for teachers in the project, b) how they experienced their action research practices, c) what is their subjective perception of the effect of their action research on their practice and their professional expertise, d) how individual and organizational needs were changed during the three years of project?The content of paper is divided into two parts. In the first part I shortly describe the basic theoretical assumptions of our project and our overall strategy of our work with those schools. In the second part I discuss the results connected with research questions I've mentioned above.I used the following instrumentsFor the first research question (a): semantic differentialFor the second and third research question (b, c): questionary (combination of open guestions and assesment scales) For the fourth research question (d): questionary of individual and organizational needsEkspected outcomesOn the first research question: factorial model of semantic structure of the concept "action research" On the second research question: the insight in teachers experience in action researchOn the third research question: the insight in teachers' perceived effects of action research on their practice On the fourth research question: the insight in some changes of teachers and school needs through the two years in the project o Argyris, C. (1995). Action science and organisational learning. Journal of Managerial Psychology, 10 (6), 20 - 26. o Argyris, C. (2002). Double-Loop Learning, Teaching, and Research. Academy of Management Learning and Education, 1 (2), 206-218. o Brookfield, S. (1995). Becoming a Criticaly Reflective Teacher. San Francisco: Jossey-Bass.o Carro Bruce, C. (2000). Action Research. Facilitator's Handbook. Wichita Falls,Texas: National Staff Development Council. o DiBella, A. J. in Nevis, E. C. (1998). How Organizations Learn? An integrated Strategy for Building Learning Capability. San Francisco: Jossey-Bass, inc. o Frost, D. in sod. (2000). Teacher-Led School Improvement. London in New York: Routledge/Falmer, Taylor & Francis Group. o Fullan, M. (1993). Change Forces. Probing the Depths of Educational Reform. The Falmer Press. London. New York. Philadephia. o Hargreaves, D. H., Hopkins, D. (2001). Šola zmore vec. Management in praksa razvojnega nacrtovanja. Ljubljana. Zavod RS za šolstvo. Larrivee, B. (2000). Transforming Teaching Practice: becoming the critically reflective teacher. Reflective practice, 1(3), 293 - 307.o Lieberman, A. (1995). Practices that support teacher development. Phi Delta Kappan, 76 (8). o McKernan, J. (1991). Action Research. A Handbook of Methods and Resources for the Reflective Practitioners. London: Kogan Page. o Rupnik Vec, T. in Rupar, B. (2006). Holisticni model ZRSŠ podpore šolam pri uvajanju sprememb. (The Model of Supporting Schools in their Changing Process) V: Rupar, B. (ur). Konceptualni vidiki sprememb v šoli. (Conceptual Aspects of School Change) Ljubljana: ZRSŠ. o Rupnik Vec, T. (2006). Vloga šolskega razvojnega tima v procesih uvajanja sprememb ter zagotavljanja kakovosti. (The Role and Responsibility of School Development tim in the Processes of School Change) V: Zorman, M. (ur). Udejanjanje nacel vseživljenjskega ucenja v vrtcu, osnovni šoli in srednji šoli s pomocjo razvojnega nacrtovanja. (The Development Planning and the Lifelong Learning) Gradivo za razvojno nacrtovanje. Program Phare 2003 -vseživljenjsko ucenje. Ljubljana: ZRSŠ, MŠŠ. o Schein, E. H. (2004). Organizational Culture and Leadership. 3. izd. San Francisco: Jossey - Bass.o Schwarz (2005). The Skilled Facilitator Fieldbook. Tips, Tools and Tested Methods for Consultants, Facilitators, Managers, Trainers, and Coaches. San Francisco: Jossey - Bass.o Senge, P. M. (1993). The fifth discipline. The art and practice of the learning organisation. London: Century Business. o Senge, P. in sod. (2001). Schools that learn. A fifth discipline Fieldbook for Educators, Parents, and Everyone Who Cares About Education. New York, London: Doubleday. I did not decide yet. I'll probably sent this paper to national journal Socialna pedagogika (professional journal published by Association for social pedagogy - Slovenian national FICE section; abstracts are documented in Sociological Abstract database)
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