A collaborative action research approach to professional learning

Abstract

The field of professional development is moving towards the notion of professional learning, highlighting the active learning role that teachers play in changing their knowledge bases, beliefs and practice. This article builds on this idea and argues for creating professional learning that is guided by a collaborative action research (CAR) theoretical framework, founded on an action research philosophy. CAR components include: motivation – teacher orientation and self-efficacy; knowledge – adding to knowledge bases about disciplines and students relevant to teachers’ interests; action – change in teaching practice perceived to improve student achievement; and reflection – the cornerstone of the entire learning process in which teachers are afforded time and support to connect new experiences to their teaching practice. This article argues for professional learning developers to consider utilizing these four CAR components as a framework. A current professional learning project that was based on the CAR framework is employed to illustrate how it can be implemented.

Keywords:

• action research
• inservice teacher education
• professional development
• professional learning
• reflection

Notes

The author acknowledges support from a NASA Innovations in Climate Education grant. Opinions reflect those of the author and do not necessarily reflect the position, policy, or endorsement of the funding agency.