A Collaborative Action Research Project in the Kindergarten: Perspectives and Challenges for Teacher Development through Internal Evaluation Processes

Autor/inn/en	Galini, Rekalidou; Efthymia, Penderi
Titel	A Collaborative Action Research Project in the Kindergarten: Perspectives and Challenges for Teacher Development through Internal Evaluation Processes
Quelle	In: New Horizons in Education, 58 (2010) 2, S.18-33 (16 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1683-1381
Schlagwörter	Foreign Countries; Kindergarten; Preschool Teachers; Self Evaluation (Individuals); Faculty Development; College School Cooperation; Researchers; Classroom Environment; Action Research; Research Projects; Teacher Collaboration; Parent Teacher Cooperation; Partnerships in Education; Student Participation; Formative Evaluation; Models; Teaching Styles; Educational Change; Learning Processes; Research Methodology; Greece + Suchen Sie Ihr Suchwort? Ausland; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Researcher; Forscher; Klassenklima; Unterrichtsklima; Projektforschung; Forschungsvorhaben; Lehrerkooperation; Parent teacher relation; Parent-teacher cooperation; Parent-teacher relation; Parent-teacher relationship; Parent teacher relationship; Eltern-Lehrer-Beziehung; Hochschulpartnerschaft; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Analogiemodell; Lehrstil; Unterrichtsstil; Bildungsreform; Learning process; Lernprozess; Research method; Forschungsmethode; Griechenland
Abstract	Background: Collaborative action research provides teachers with the framework and methodology to reflect upon their work and take action with regard to specific concerns and situations in their classrooms. Within this approach, internal evaluation could be a useful tool to help teachers develop critical thinking about their work by locating areas of their work that need improvement. Aims: The present study examines an attempt to introduce internal evaluation processes in the kindergarten within the framework of collaborative action research. Sample: The study was conducted by a university researcher in collaboration with 4 kindergarten teachers and 4 parent representatives from 2 kindergarten classes in North-Eastern Greece. 35 children and their parents participated in the project. Method: According to the action research methodology, a combination of methods was used to collect data, such as questionnaires, observations, teacher journals and interviews. Results: Data showed that the restricted social cohesion in the classroom, the high rates of teachers' authoritarian practices and parent-teacher collaboration were the basic areas of concern. Internal and self-evaluation processes were important for locating the problematic areas and supported decision-making for action while formative assessment techniques enhanced participation and learning for all stakeholders. Conclusion: Implementing internal evaluation processes in the kindergarten within the framework of an action research project helped teachers to overcome their preconceptions about evaluation as a controlling practice and use its strengths to reflect upon their work, challenge their practices and conditions in the classroom and improve educational processes. The project showed the necessity of giving the children a central and active role in the evaluation process and revealed a problematic dimension, that of the parent-teacher relationship. (Contains 7 tables and 2 photos.) (As Provided).
Anmerkungen	Hong Kong Teachers' Association. 242 Nathan Road, National Court 7/F, Kowloon, Hong Kong. Tel: +852-2367-3420; Fax: +852-2722-4813; e-mail: hkta1934@yahoo.com.hk; Web site: http://www.cpe.ied.edu.hk/newhorizon
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10