Learning by Researching: Achievements and Actions of Teacher Learning in a School-University Collaborative Project

Autor/inn/en	Wei, Ge; Chung, Chi-yang
Titel	Learning by Researching: Achievements and Actions of Teacher Learning in a School-University Collaborative Project
Quelle	In: ECNU Review of Education, 6 (2023) 2, S.215-236 (22 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2096-5311
Schlagwörter	Teacher Education Programs; College School Cooperation; Elementary School Teachers; Meetings; Teacher Attitudes; Diaries; Discourse Analysis; Learning Processes; Longitudinal Studies; Action Research; Faculty Development; Problem Solving; Foreign Countries; Dialogs (Language); Principals; Metacognition; China + Suchen Sie Ihr Suchwort? Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Meeting; Tagung; Lehrerverhalten; Diary; Tagebuch; Diskursanalyse; Learning process; Lernprozess; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Projektforschung; Problemlösen; Ausland; Dialog; Dialogs; Dialogue; Dialogues; Principal; Schulleiter; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition
Abstract	Purpose: This study explores the achievements and process of a group of Chinese primary school teachers learning from a research-based school-university collaborative project. Design/Approach/Methods: We used qualitative methods to construct our research design, collecting data through participatory observations of weekly meetings, teacher interviews, and participants' reflective journals. Both thematic analysis and discursive analysis were employed as strategies to scrutinize the data. Findings: We categorize teachers' learning into five achievements--outcome, processual, democratic, catalytic, and dialogic achievement. A further examination highlights seven successive learning actions composing an implicit mechanism to facilitate these achievements: questioning, analyzing, modeling, examining, implementing, reflecting, and consolidating. Originality/Value: Through this longitudinal study, we more comprehensively record details about teachers' learning as they conduct their own research. Although school-university heterogeneous collaboration has potential conflicts, teachers can improve their problem-solving and knowledge creation and sharing abilities, promoting a sense of professional accomplishment. These findings also suggest the need to reconsider the authentic process of teacher research, a task equally significant for international educators. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01