‘Seeing the trees not just the wood’: steps and not just journeys in teacher action research
Abstract
Employing a number of data-gathering tools (reflective journals, unit diaries, post-cycle reflective analyses, student interviews and observations) this paper examines the residual and emergent effects of cooperative learning on the participants in a second, sequential unit of track and field athletics taught a year after the first intervention. It suggests that learning was both academic and social, and that participants felt the unit built on their prior learning about track and field because it was progressive, motivational and student-centred. The paper concludes by suggesting that, in seeking to understand a teacher’s pedagogical and curricular change process, we need to intersperse research that focuses on the journey towards change with research that explores the individual processes of change.Citation
Casey, A. (2013) ''Seeing the trees not just the wood’: steps and not just journeys in teacher action research', Educational Action Research, 21(2), pp.147-163Publisher
Taylor and FrancisJournal
Educational Action ResearchAdditional Links
http://www.tandfonline.com/doi/abs/10.1080/09650792.2013.789704Type
ArticleLanguage
enISSN
0965-07921747-5074
ae974a485f413a2113503eed53cd6c53
10.1080/09650792.2013.789704