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| Formato: | Artículo científico |
| Lenguaje: | en |
| Publicado: |
Universidad Autónoma de Baja California
2015
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| Materias: | |
| Acceso en línea: | https://www.redalyc.org/articulo.oa?id=15540997004 |
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- Becoming Reflective and Inquiring Teachers: Collaborative Action Research for In-service Chilean Teachers Martine Pellerin Fraño Ivo Paukner Nogués Educación in systematic AR Action research service and preservice teachers This articlediscusses the outcomes of a case study that engaged Chilean in-service teachers insystematic action research (AR) as a means of improving their pedagogical practice and effectingchanges in their educational context. The study involved sixin-service teachers froma region ofChileand two university researchers. The findingsshow that knowledge of systematicARprovided the teachers with the necessary means to engage in a critical reflection and inquiryprocess regarding their own practice. The teacher participants also perceived the self-reflectivespiral of reflection and action to be crucial inestablishing new habits of inquiry and reflectionabout their own pedagogical actions. The findings support earlier studies (e.g., Price & Valli, 2005;Steven & Kitchen, 2005, 2011) concerning the necessity of including knowledge of systematic ARin teacher preparation programs in order to foster strong habits of inquiry and reflection amongpreservice teachers. Finally, the study suggests that participation inasystematic reflection andinquiry process contributes to empowering in-service teachers to become agents of pedagogicalchange through their own actions. 2015 artículo científico 1607-4041 https://www.redalyc.org/articulo.oa?id=15540997004 en http://www.redalyc.org/revista.oa?id=155 REDIE. Revista Electrónica de Investigación Educativa application/pdf Universidad Autónoma de Baja California REDIE. Revista Electrónica de Investigación Educativa (México) Num.3 Vol.17