Collaborative Action Research through Technologically Mediated Agoras

Autor/inn/en	Fernández-Díaz, Elia; Fernández-Olaskoaga, Lorea; Gutiérrez-Esteban, Prudencia
Titel	Collaborative Action Research through Technologically Mediated Agoras
Quelle	In: Educational Action Research, 25 (2017) 1, S.56-70 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0965-0792
DOI	10.1080/09650792.2016.1141107
Schlagwörter	Action Research; Technology Uses in Education; Instructional Improvement; Teacher Researchers; Teacher Collaboration; Intercollegiate Cooperation; Communities of Practice; Discussion Groups; Preservice Teachers; Cooperative Planning; Program Implementation; Educational Practices; Improvement Programs; Instructional Innovation; Foreign Countries; Observation; Spain + Suchen Sie Ihr Suchwort? Projektforschung; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Unterrichtsqualität; Lehrerforschung; Lehrerkooperation; Hochschulkooperation; Community; Bildungspraxis; Effizienzsteigerung; Educational Innovation; Bildungsinnovation; Ausland; Beobachtung; Spanien
Abstract	The study presented in this article forms part of a wider project promoting collaboration between junior researchers from different universities with the objective of rethinking and improving teaching practice in relation to the use of technology. The article describes research carried out during the 2012/13 academic year aimed at developing collaborative action research through technologically mediated agoras involving students from three Spanish universities. The main results of this study show that junior researchers improved their teaching practice through technologically mediated inside and outside agoras. In addition, the transformation of university classrooms into agoras enabled the negotiated reconstruction of knowledge for the analysis of good practice in the use of technology. Likewise, these agoras helped reduce limitations by breaking down the barriers of time, distance and resources for sharing findings and limitations between junior researchers. Furthermore, they pave the way for improvements and their implementation in learning processes during initial teacher training. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01