Toward Participatory Methodologies in Teacher Action Research

• In Event: Roundtable Session 53
  In Roundtable Session: Participatory Action Research: Doorway to Coconstruction of Knowledge and Power

Abstract

This study analyzed how five middle school language arts teachers participated in the design and modification of a model for teacher action research. Findings are categorized under three of the main tenets that support participatory action research: (a) Participant input into the design of the research model; Teachers modified the observation protocol to respond to their collective needs and interests (b) Participant-driven inquiry process; Teachers’ topic selection and collaborative analysis of student learning outcomes fostered authentic teacher learning (c) Action for direct local impact; Teachers’ application of new understandings improved their practices. Implications from these findings advocate the inclusion of participatory action research methodologies in teacher action research for maximum benefits to teachers and students.

Author

• Shannon Marie Pella, University of California - Davis