Action Research in Professional Development Schools

• In Event: The Foundations of Professional Development School Practice: Exploring Commonalities in Language and Action

Abstract

This study focuses on teacher inquiry (including action research and inquiry groups) in a professional development schools context. Surveys, consisting of both qualitative and quantitative questions were distributed to 147 respondents including teachers in professional development schools (n=54), teachers in non-PDS sites (n= 56) and preservice teacher candidates (n=37). This survey examines the role of teacher inquiry in professional development schools and compares the experiences of PDS teachers, teacher candidates and non-PDS teachers. To further examine the results of this survey in-depth interviews were conducted with teachers who had experienced teacher inquiry in both PDS and non-PDS sites. A focus group was held with teacher candidates in order to further understand their experiences with teacher inquiry.

Author

• Eva Belle Garin, Bowie State University