PRACTICING WHAT WE TEACH: USING ACTION RESEARCH TO LEARN ABOUT TEACHING ACTION RESEARCH

Authors

  • Barb Brown Director of Research and Innovation, Galileo Educational Network, Werklund School of Education, University of Calgary.
  • Roswita Dressler Director, Teaching Across Borders, Werklund School of Education, University of Calgary.
  • Sarah Elaine Eaton Adjunct Assistant Professor, Werklund School of Education, University of Calgary.
  • Michele Jacobsen Associate Dean, Graduate Programs, Werklund School of Education, University of Calgary.

DOI:

https://doi.org/10.33524/cjar.v16i3.228

Abstract

In this article, action research is explored as a process for instructor reflection, professional learning and collaboration. The context for the professional learning was the teaching of graduate level education courses in which action research, in conjunction with a cohort-based, collaboratory approach to learning, was used to facilitate students' design and enactment of site-based action research. Action research was used as a research methodology by course instructors who reflected on the design of the course and their pedagogical practices in order to engage in continuous quality improvement. The collaboration took place over a two-year period in which the instructors taught multiple online sections of the course. Using action research to collectively deepen understanding about teaching action research proved to be a valuable reflective experience for the instructors and continues to inform ongoing instructional design processes and the development of future research agendas related to instructor collaboration and action research.

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Published

2015-12-16

Issue

Vol. 16 No. 3 (2015)

Section

Articles

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