Publicação: Volume 35, Number 1,
1 January 2013 , pp. 1-30(30)
Título do artigo: A Case Study Examining Change in Teacher Beliefs Through Collaborative
Action Research
Autores: Vaino, Katrin; Holbrook, Jack; Rannikmäe, Miia
Abstract:
The main goal of this study was to explore the role
of collaborative action research in eliciting change in teacher beliefs. The
beliefs were those of five chemistry teachers in implementing a new teaching
approach, geared to enhancing students' scientific and technological literacy
(STL). The teacher beliefs were analysed based on Ajzen's Theory of Planned Behaviour
(2005) by looking at the teacher's (a) attitude towards implementing STL
modules, (b) perceived subjective norms, and (c) behavioural control regarding
the new teaching approach. After an introductory year, when teachers
familiarised themselves with the new approach, a collaborative action research
project was initiated in the second year of the study, helping teachers to
minimise or overcome initially perceived constraints when implementing STL
modules in their classroom. The processes of teacher change and the course of
the project were investigated by teacher interviews, teacher informal
commentaries, and meeting records. The formation of positive beliefs towards a
STL approach increased continuously, although its extent and character varied depending
on the teacher. The close cooperation, in the format of collaborative action
research and especially through teacher group reflections and perceived
collegial support, did support teacher professional development including
change in their beliefs towards the new teaching approach. Additionally,
positive feedback gained from other teachers through running a two-day
in-service course in year three helped to strengthen all five teachers'
existing beliefs towards the new approach. The current research demonstrated
that perceived constraints, where identified, can be meaningfully addressed by
teachers, through undertaking collaborative action research.
Keywords: Collaborative Action Research; Scientific and Technological Literacy; Teacher Beliefs; Teacher Constraints
Document Type: Research Article
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