Supporting the Continued Professional Development of Teachers through the Use of Vignettes

Autor/inn/en	Angelides, Panayiotis; Gibbs, Paul
Titel	Supporting the Continued Professional Development of Teachers through the Use of Vignettes
Quelle	In: Teacher Education Quarterly, 33 (2006) 4, S.111-121 (11 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0737-5328
Schlagwörter	Qualitative Research; Action Research; Professional Development; Teaching Methods; Educational Improvement; Researchers; Grade 4; Grade 5; Primary Education; Professional Continuing Education; Inquiry; Foreign Countries; Greek; Cyprus; Greece + Suchen Sie Ihr Suchwort? Qualitative Forschung; Projektforschung; Teaching method; Lehrmethode; Unterrichtsmethode; Teaching improvement; Unterrichtsentwicklung; Researcher; Forscher; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; Primarbereich; Berufsfeldbezogener Unterricht; Weiterbildung; Ausland; Grieche; Griechisch; Zypern; Griechenland
Abstract	This article reports on a method developed for teacher self development that is grounded in the classroom and within the everyday repertoire of skills and resources available for teachers. It is developed under the general rubric of action research, which positions teachers as insider researchers of their own practice. Action research techniques attempt to engage teachers with their practice, to heighten their awareness of action within the process that affects change in the classroom. For this to be effective, the actions of teachers and the feedback on their consequences of these actions need to be provided to teachers rapidly and in context so that teachers can fully reflect and re-conceptualize their actions. In this article, the authors suggest one feasible method of qualitative inquiry that can help in the development of teachers within the context of their own school communities. They take the idea of Miles (1990) about vignettes and the direct impact they can have on school practice, synthesize it with ideas from other scholars who worked with vignettes, eventually modify it by using a different definition of vignettes, implement the process, and try to determine whether it could be useful for collecting and analyzing data that can be valuable for professional development purposes. (ERIC).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10