Analyzing Discourse of Teacher Self-Reflection: Teacher Action Research as Transformative Practice

• In Event: Roundtable Session 79
  In Roundtable Session: Exploring Discourses of Teaching and Being a Teacher

Abstract

Action research has the potential of moving teachers beyond what they know in terms of content to considering how to use what they know to engage in transformative teaching. Through the critical aspect of self-reflection, action research raises awareness of what is occurring in the classroom, helping teachers adjust their instruction. Participants were classroom teachers involved in a district-wide action research professional development project. Discourse analysis made visible the complexity of the content of teacher decision points. Teacher decision points were based upon teaching processes, instructional/learning materials, and teaching techniques. The data across the teacher self-reflection journals provide evidence to support Bolster (1983) description of teacher’s situational decision-making as a highly complex and intellectually demanding process.

Authors

• LeAnn G. Putney, University of Nevada - Las Vegas

• Suzanne H. Broughton, Utah State University

• Brett D. Campbell, Clark County School District

• Gwen C. Marchand, University of Nevada - Las Vegas