Shifting the Paradigm for Professional Learning: Toward Participatory Action Research as Teacher Professional Development

• In Event: Roundtable Session 52
  In Roundtable Session: Action Research in Teaching and Teacher Education

Abstract

This study addressed the following question: How do participatory action research (PAR) methodologies, infused into the design of a teacher professional development model impact teacher learning? Findings are categorized as follows: (a) Participants collaboratively designed the research model; they selected topics of compelling local importance, planned and observed lessons around those topics, and determined how to collect and analyze data from student learning. (b) The iterative application of new knowledge to classroom practices supported the development of a broadened and responsive literacy pedagogy (c) Participants shared their findings in ways that suited their personal, professional, and local community interests. Findings suggest that PAR methods be included in the design of teacher professional development models and impact studies on teacher learning.

Author

• Shannon Marie Pella, University of California - Davis