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- Author: Jeanne Hernandez-Tutop
- Publisher: VDM Verlag
- ISBN-10: 3639137736
- ISBN-13: 9783639137736
- Format: 15.2 x 22.9 x 1 cm, softcover
- Language: English
- SAVE -10% with code: EXTRA
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Description
This study investigated the impact of the action research process on teachers and, in particular, it sought to explore the relationship between teacher- researcher and improved teaching practices. The participants consisted of nine teachers in various levels of their teaching career, from different areas of the United States. Eight of the teachers were examining research questions that were generated by specific phenomena in their classrooms. One teacher taught the action research process to five other teachers who consequently researched her phenomena. All nine of the teachers had improved teaching outcomes. As supported by the findings, one or more of the following supportive figures were operative agents throughout the research process: administrators, principals, colleagues, students, and intrinsic motivation. Three factors were found critical to improved teaching in the classroom: increased awareness of teaching methodology, collegiality, and teacher's feelings of efficacy. The investigation also showed that student performance was enhanced as a result of the improvement in teaching practice.
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- Author: Jeanne Hernandez-Tutop
- Publisher: VDM Verlag
- ISBN-10: 3639137736
- ISBN-13: 9783639137736
- Format: 15.2 x 22.9 x 1 cm, softcover
- Language: English English
This study investigated the impact of the action research process on teachers and, in particular, it sought to explore the relationship between teacher- researcher and improved teaching practices. The participants consisted of nine teachers in various levels of their teaching career, from different areas of the United States. Eight of the teachers were examining research questions that were generated by specific phenomena in their classrooms. One teacher taught the action research process to five other teachers who consequently researched her phenomena. All nine of the teachers had improved teaching outcomes. As supported by the findings, one or more of the following supportive figures were operative agents throughout the research process: administrators, principals, colleagues, students, and intrinsic motivation. Three factors were found critical to improved teaching in the classroom: increased awareness of teaching methodology, collegiality, and teacher's feelings of efficacy. The investigation also showed that student performance was enhanced as a result of the improvement in teaching practice.
Reviews