Publication Cover
Educational Action Research
Connecting Research and Practice for Professionals and Communities
Volume 25, 2017 - Issue 5
1,308
Views
16
CrossRef citations to date
0
Altmetric
Articles

‘You never know what research is like unless you’ve done it!’ Action research to promote collaborative student-teacher research

Pages 704-719 | Received 30 Oct 2015, Accepted 23 Sep 2016, Published online: 26 Oct 2016

References

  • Alexakos, K. 2015. Being a Teacher/Researcher: A Primer on Doing Authentic Inquiry Research on Teaching and Learning. Rotterdam: Sense Publishers.10.1007/978-94-6300-295-0
  • Allwright, D. 2005. “Developing Principles for Practitioner Research: The Case of Exploratory Practice.” The Modern Language Journal 89 (3): 353–366.
  • Appadurai, A. 2001. “Deep Democracy: Urban Governmentality and the Horizon of Politics.” Environment & Urbanization 13 (2): 23–43.
  • Assung, Z. 1999. “Student Teachers’ Research Skills as Experienced in Their Educational Training.” European Journal of Teacher Education 22 (1): 115–125.
  • Atay, D. 2008. “Teacher Research for Professional Development.” ELT Journal 62 (2): 139–147.
  • Bailey, K. M. 1997. “Reflective Teaching: Situating Our Stories.” Asian Journal of English Language Teaching 7: 1–19.
  • Bailey, N. M., and E. M. Van Harken. 2014. “Visual Images as Tools of Teacher Inquiry.” Journal of Teacher Education 65 (3): 241–260.10.1177/0022487113519130
  • Bartlett, S., and D. Burton. 2003. “The Professional Development of Teachers through Practitioner Research: A Discussion Using Significant Cases of Best Practice Research Scholarships.” Teacher Development 7 (1): 107–120.10.1080/13664530300200189
  • Bartels, N. 2001. “Professional Preparation and Action Research: Only for Language Teachers?” TESOL Quarterly 36 (1): 71–79.
  • Bartlett, L. 1990. “Teacher Development through Reflective Teaching.” In Second Language Teacher Education, edited by J. C. Richards and D. Nunan, 2002–2214. New York: Cambridge University Press.
  • Bissex, G., and R. Bullock. 1987. Seeing for Ourselves: Case Study Research by Teachers of Writing. Portsmouth, NH: Heinemann.
  • Burns, A. 2005. “Action Research: An Evolving Paradigm?” Language Teaching 38: 57–74.10.1017/S0261444805002661
  • Burns, A. 2010. Doing Action Research in English Language Teaching. a Guide for Practitioners. Oxon: Routledge.
  • Burns, A., and J. Knox. 2005. “Realisation(S): Systemic-Functional Linguistics and the Language Classroom.” In Applied Linguistics in Language Teacher Education, edited by Leo van Lier, 235–259. New York: Springer.10.1007/1-4020-2954-3
  • Cain, T. 2010. “Music Teachers’ Action Research and the Development of Big K Knowledge.” International Journal of Music Education 28 (2): 159–175.10.1177/0255761410362942
  • Carr, W. 2006. “Education without Theory.” British Journal of Educational Studies 54 (2): 136–159.10.1111/j.1467-8527.2006.00344.x
  • Carr, W., and S. Kemmis. 1986. Becoming Critical: Education, Knowledge and Action Research. London: Falmer Press.
  • Carter, N. 2012. “Action Research: Improving Graduate-Level Writing.” Educational Action Research 20 (3): 407–421.10.1080/09650792.2012.697403
  • Clandinin, D., and F. Connelly. 1995. “Teachers’ Professional Knowledge Landscapes: Secret, Sacred, and Cover Stories.” In Teachers’ Professional Knowledge Landscapes, edited by F. Connelly and D. Clandinin, 1–15. New York: Teachers College Press.
  • Clift, R., M. L. Veal, M. Johnson, and P. Holland. 1990. “Restructuring Teacher Education through Collaborative Action Research.” Journal of Teacher Education 41 (2): 52–62.10.1177/002248719004100207
  • Cochran-Smith, M., and S. Lytle. 1990. “Research on Teaching and Teacher Research: The Issues That Divide.” Educational Researcher 19 (2): 2–11.10.3102/0013189X019002002
  • Cochran-Smith, M., and S. Lytle. 1993. Inside/outside: Teacher Research and Knowledge. New York: Teachers College Press.
  • Crocco, M. S., B. Faithfull, and S. Schwartz. 2003. “Inquiring Minds Want to Know: Action Research at a New York City Professional Development School.” Journal of Teacher Education 54: 19–30.10.1177/0022487102238655
  • Crockett, M. D. 2004. “Inquiry as Professional Development: Creating Dilemmas through Teachers’ Work.” Teaching and Teacher Education 18 (5): 609–624.
  • Crookes, G., and P. Chandler. 2001. “Introducing Action Research into Post-Secondary Foreign Language Teacher Education.” Foreign Language Annals 34 (2): 131–140.10.1111/flan.2001.34.issue-2
  • D’Ambrosio, B. S. 1998. “Using Research as a Stimulus for Learning.” In Journal for Research in Mathematics Education: Qualitative Research Methods in Mathematics Education (Monograph Number 9), edited by A. R. Teppo, 144–155. Reston, VA: National Council for Teachers of Mathematics.
  • Darling-Hammond, L. 2000. “How Teacher Education Matters.” Journal of Teacher Education 51 (3): 166–173.10.1177/0022487100051003002
  • Darling-Hammond, L. 2001. “Educating Teachers for California’s Future.” Teacher Education Quarterly 28 (1): 9–55.
  • Day, C., and M. Hadfield. 2004. “Learning through Networks: Trust, Partnerships and the Power of Action Research.” Educational Action Research 12 (4): 575–586.10.1080/09650790400200269
  • Diezmann, C. M. 2005. “Growing Scholarly Teachers and Educational Researchers: A Curriculum for a Research Pathway in Pre-Service Teacher Education.” Asia-Pacific Journal of Teacher Education 33 (2): 181–193.10.1080/13598660500122041
  • Dobber, M., S. Akkerman, N. Verloop, and J. D. Vermunt. 2012. “Student Teachers’ Collaborative Research: Small-Scale Research Projects during Teacher Education.” Teaching and Teacher Education 28 (4): 609–617.10.1016/j.tate.2012.01.009
  • Dunn, M., L. J. Harrison, and K. Coombe. 2008. “In Good Hands: Preparing Research-Skilled Graduates for the Early Childhood Profession.” Teaching and Teacher Education 24: 703–714.10.1016/j.tate.2007.09.002
  • Elliott, J. 1993. Reconstructing Teacher Education: Teacher Development. London: The Falmer Press.
  • Elliott, J. 2007. Reflecting Where the Action is: The Selected Works of John Elliott. London: Routledge.
  • Esposito, J., and S. Smith. 2006. “From Reluctant Teacher to Empowered Teacher-Researcher: One Educator’s Journey toward Action Research.” Teacher Education Quarterly 33 (3): 45–60.
  • Falk, B. 2004. “A Passion for Inquiry in an Era of ‘Right Answers’: Inquiring about Teachers Inquiring about Their Practice.” Teacher Education Quarterly 31 (4): 73–84.
  • Fawcett, B., and R. Pockett. 2015. Turning Ideas into Research. London: Sage.
  • Feiman-Nemser, S. 2001. “From Preparation to Practice: Designing a Continuum to Strengthen and Sustain Teaching.” Teachers College Record 103 (6): 1013–1055.10.1111/tcre.2001.103.issue-6
  • Fernandez, C., J. Cannon, and S. M. Chokshi. 2003. “A US-Japan Lesson Study Collaboration Reveals Critical Lenses for Examining Practice.” Teaching and Teacher Education 19 (2): 171–185.10.1016/S0742-051X(02)00102-6
  • Flyvbjerg, B. 2006. “Making Organization Research Matter: Power, Values and Phronesis.” In The SAGE Handbook of Organization Studies. 2nd ed, edited by S. R. Clegg, C. Hardy, T. B. Lawrence, and W. R. Nord, 370–387. Thousand Oaks, CA: Sage.10.4135/9781848608030
  • Freeman, D. 1996. “Redefining the Relationship between Research and What Teachers Know.” In Voices from the Language Classroom: Qualitative Research in Second Language Education, edited by K. M. Bailey and D. Nunan, 88–115. Cambridge: Cambridge University Press.
  • Gallimore, R., B. A. Ermeling, W. M. Saunders, and C. Goldenberg. 2009. “Moving the Learning of Teaching Closer to Practice: Teacher Education Implications of School‐Based Inquiry Teams.” Elementary School Journal 109 (5): 537–553.10.1086/597001
  • Gao, X., G. Barkhuizen, and A. Chow. 2011. ““Nowadays, Teachers Are Relatively Obedient”: Understanding Primary School English Teachers’conceptions of and Drives for Research in China.” Language Teaching Research 15 (1): 61–81.10.1177/1362168810383344
  • Graneheim, U. H., and B. Lundman. 2004. “Qualitative Content Analysis in Nursing Research: Concepts, Procedures and Measures to Achieve Trustworthiness.” Nurse Education Today 24: 105–112.10.1016/j.nedt.2003.10.001
  • Grant, C. A., and M. Gilette. 2006. “A Candid Talk to Teacher Educators about Effectively Preparing Teachers Who Can Teach Everyone's Children.” Journal of Teacher Education 57 (3): 292–299.10.1177/0022487105285894
  • Grimmett, P. 1993. “The Nature of Reflection and Shon’s Conception in Perspective.” In Reflection in Teacher Education, edited by P. Grimmett and G. Erickson, 5–15. New York: Teachers College Press.
  • Grotjahn, R. 1987. “On the Methodological Basis of Introspective Methods.” In Introspection in Second Language Research, edited by C. Faerch and G. Kasper, 54–81. Clevedon: Multilingual Matters.
  • Hall, D., and S. Buzwell. 2012. “The Problem of Free-Riding in Group Projects: Looking beyond Social Loafing as Reason for Non-Contribution.” Active Learning in Higher Education 14: 37–49.
  • Hargreaves, D. H. 1993. “A Common Sense-Sense Model of the Professional Development of Teachers.” In Reconstructing Teacher Education: Teacher Development, edited by J. Elliott, 86–92. London: The Falmer Press.
  • Hobbs, V., and M. Kubanyiova. 2008. “The Challenges of Researching Language Teachers: What Research Manuals Don’t Tell Us.” Language Teaching Research 12 (4): 495–513.10.1177/1362168808097162
  • Hu, G. 2005. “Contextual Influences on Instructional Practices: A Chinese Case for an Ecological Approach to ELT.” TESOL Quarterly 39: 635–660.10.2307/3588525
  • Jaworski, B. 2006. “Theory and Practice in Mathematics Teaching Development: Critical Inquiry as a Mode of Learning to Teach.” Journal of Mathematics Teacher Education 9: 187–211.10.1007/s10857-005-1223-z
  • Jones, J. 2004. “The Many Benefits of a Research Component in English Language Teacher Education: A ‘Case Study’.” Prospect 19 (2): 25–38.
  • Kayaoglu, M. N. 2015. “Teacher Researchers in Action Research in a Heavily Centralized Education System.” Educational Action Research 23 (2): 140–161.10.1080/09650792.2014.997260
  • Kondracki, N. L., N. S. Wellman, and D. R. Amundson. 2002. “Content Analysis: Review of Methods and Their Applications in Nutrition Education.” Journal of Nutrition Education and Behaviour 34 (4): 224–230.10.1016/S1499-4046(06)60097-3
  • Kotsopoulos, D., J. Mueller, and D. Buzza. 2012. “Pre-Service Teacher Research: An Early Acculturation into a Research Disposition.” Journal of Education for Teaching: International Research and Pedagogy 38 (1): 21–36.
  • Kruse, N. B., and D. M. Taylor. 2012. “Preservice Music Teachers' Perceptions of a Mentored Research Experience: A Study within a Study.” Journal of Music Teacher Education 22 (1): 35–49.10.1177/1057083711418510
  • Kur, E., D. DePorres, and N. Westrup. 2008. “Teaching and Learning Action Research. Transforming Students, Faculty and University in Mexico.” Action Research 6 (3): 327–349.10.1177/1476750308094648
  • Laursen, S., E. Seymour, and A. Hunter. 2012. “Learning, Teaching and Scholarship: Fundamental Tensions of Undergraduate Research.” Change: The Magazine of Higher Learning 44 (2): 30–37.10.1080/00091383.2012.655217
  • Levin, B. B., and T. C. Rock. 2003. “The Effects of Collaborative Action Research on Preservice and Experienced Teacher Partners in Professional Development Schools.” Journal of Teacher Education 54: 135–149.10.1177/0022487102250287
  • Lewis, C. 2006. “How Should Research Contribute to Instructional Improvement? The Case of Lesson Study.” Educational Researcher 35 (3): 3–14.10.3102/0013189X035003003
  • Loughran, J. J. 2004. “A History and Context of Self-study of Teaching and Teacher Education Practices.” In International Handbook of Self-study of Teaching and Teacher Education Practices, edited by J. J. Loughran, M. L. Hamilton, V. K. LaBoskey, and T. Russell, Vol. 1, 7–40. Dodrecht: Springer.
  • van der Linden, W., A. Bakx, A. Ros, D. Beijaard, and M. Vermeulen. 2012. “Student Teachers’ Development of a Positive Attitude towards Research and Research Knowledge and Skills.” European Journal of Teacher Education 35 (4): 401–419.10.1080/02619768.2011.643401
  • Magos, K. 2012. “…, But I Cannot Do Research’: Action-research and Early Childhood Teachers. A Case Study from Greece.” Teachers and Teaching 18 (3): 331–343.
  • Marsh, M. M., and M. Vagliardo. 2002. “The Commingling of Teacher Researcher Identities: A Mediated Approach to Teaching Action Research.” Educational Action Research 10 (2): 275–289.10.1080/09650790200200184
  • McDonald, J. 1992. Teaching: Making Sense of an Uncertain Craft. New York: Teachers College Press.
  • McKernan, J. 1994. “Teaching Educational Action Research: A Tale of Three Cities.” Educational Action Research 2: 95–112.10.1080/09650799400200004
  • Pendry, A., and C. Husbands. 2000. “Research and Practice in History Teacher Education.” Cambridge Journal of Education 30 (3): 321–334.10.1080/03797720600625275
  • Phillips, D. K., and K. Carrs. 2009. “Dilemmas of Trustworthiness in Preservice Teacher Action Research.” Action Research 7 (2): 207–226.10.1177/1476750308097027
  • Pierre, M. T., H. C. Ward, T. Overton, and Y. Shin. 2014. “The Synergetic Approach to Effective Teachers’ Research Education: an Innovative Initiative for Building Educational Research Capacity in a Hispanic-Serving Institution.” Journal of Hispanic Higher Education 13 (4): 269–284.
  • Price, J. N., and L. Valli. 2005. “Preservice Teachers Becoming Agents of Change: Pedagogical Implications for Action Research.” Journal of Teacher Education 56 (1): 57–72.10.1177/0022487104272097
  • Quiocho, A. M. L., and S. H. Ulanoff. 2004. “Developing Inquiry Questions: Encouraging Reflective Practice in a Language and Literacy Methods Course.” Action in Teacher Education 25 (4): 1–8.10.1080/01626620.2004.10648290
  • Reis-Jorge, J. 2005. “Developing Teachers’ Knowledge and Skills as Researchers: A Conceptual Framework.” Asia-Pacific Journal of Teacher Education 33 (3): 303–319.10.1080/13598660500286309
  • Roberts, J. 1998. Language Teacher Education. London: Arnold.
  • Rueda, R., and L. Monzo. 2010. “Being Scholarly and Successful in the Academy.” In Publish, Flourish, and Make a Difference, edited by F. E. Obiakor, B. Algozzine, and F. Spooner, 59–74. Arlington, VA: Council for Exceptional Children.
  • Sindberg, L. K. 2016. “Learning How to Be a Research-Minded Teacher: Four Instrumental Music Education Students Investigate Good Music Teaching through Case Study Methodology.” Journal of Music Teacher Education 25 (2): 50–65.
  • Slavit, D., T. H. Nelson, and A. Deuel. 2012. “Teacher Groups’ Conceptions and Uses of Student-Learning Data.” Journal of Teacher Education 64 (1): 18–21.
  • Smith, K., and O. Sela. 2005. “Action Research as a Bridge between Pre-Service Teacher Education and in-Service Professional Development for Students and Teacher Educators.” European Journal of Teacher Education 28: 293–310.10.1080/02619760500269418
  • Somekh, B., and K. Zeichner. 2009. “Action Research for Educational Reform: Remodelling Action Research Theories and Practices in Local Contexts.” Educational Action Research 17 (1): 5–21.10.1080/09650790802667402
  • Sozbilir, M. 2007. “First Steps in Educational Research: The Views of Turkish Chemistry and Biology Student Teachers.” European Journal of Teacher Education 30 (1): 41–61.10.1080/02619760601120072
  • Strauss, A., and J. Corbin. 1998. Basics of Qualitative Research. 2nd ed. Thousand Oaks, CA: Sage.
  • Tam, K. Y., M. A. Heng, and G. H. Jiang. 2009. “What Undergraduate Students in China Say about Their Professors’ Teaching.” Teaching in Higher Education 14 (2): 147–159.10.1080/13562510902757179
  • Trent, J. 2010. “Teacher Education as Identity Construction: Insights from Action Research.” Journal of Education for Teaching 36 (2): 153–168.10.1080/02607471003651672
  • Tsafos, V. 2010. “Developing a Practice-Theory Model in Pre-Service Teacher Education in Greece: the Implications of Action-Research: A Case Study.” Action Research 8 (2): 153–170.10.1177/1476750309335041
  • Valli, L. 2000. “Connecting Teacher Development and School Improvement: Ironic Consequences of a Preservice Action Research Course.” Teaching and Teacher Education 16: 715–730.10.1016/S0742-051X(00)00021-4
  • Vialle, W., N. Hall, and T. Booth. 1997. “Teaching Research and Inquiry in Undergraduate Teacher‐Education Programmes.” Asia-Pacific Journal of Teacher Education 25 (2): 129–140.10.1080/1359866970250203
  • Volk, K. S. 2010. “Action Research as a Sustainable Endeavor for Teachers: Does Initial Training Lead to Further Action?” Action Research 8 (3): 315–332.10.1177/1476750309351358
  • Wang, Q., and H. Zhang. 2014. “Promoting Teacher Autonomy through University–School Collaborative Research.” Language Teaching Research 18 (2): 222–241.10.1177/1362168813505942
  • Watkins, D. A., and J. B. Biggs, eds. 2001. Teaching the Chinese Learner: Psychological and Contextual Perspectives. Hong Kong: Comparative Education Research Centre.
  • Wells, G. 1994. The Meaning Makers: Children Learning Language and Using Language to Learn. Portsmouth, NH: Heinemann.
  • White, S., E. Hepple, D. J. Tangen, M. Comelli, A. Alwi, and Z. Shaari. 2016. “An Introduction to Education Research Methods: Exploring the Learning Journey of Pre-Service Teachers in a Transnational Programme.” Asia-Pacific Journal of Teacher Education 44 (1): 36–48.
  • Wong, J. K.-K. 2004. “Are the Learning Styles of Asian International Students Culturally or Contextually Based?” International Education Journal 4 (4): 154–166.
  • Wyatt, M. 2011. “Teachers Researching Their Own Practice.” ELT Journal 65 (4): 417–425.10.1093/elt/ccq074
  • Yan, C. M., and C. J. He. 2015. “To Be Or Not to Be? ‘Publish or Perish’ Syndrome for English Teacher Educators in China.” Frontiers of Education in China 10 (4): 526–543.
  • Yang, L. X. 2011. “Action Education: Professional Development Model of High School EFL Teachers.” English Education in China 4: 1–12.
  • Yeh, C. C. 2009. “Student Perceptions of an EFL Undergraduate Research Writing Project.” RELC Journal 40 (3): 314–332.10.1177/0033688209343863
  • Yin, H. B. 2016. “Chinese Undergraduates’ Perceptions of Teaching Quality and the Effects on Approaches to Studying and Course Satisfaction.” Higher Education 71: 39–57.10.1007/s10734-015-9887-5
  • Yuan, R., and I. Lee. 2014. “Action Research Facilitated by University–School Collaboration.” ELT Journal 69 (1): 1–10.
  • Zeichner, K. M. 1994. “Personal Renewal and Social Construction through Teacher Research.” In Teacher Research and Educational Reform, edited by S. Hollingsworth and H. Sockett, 66–84. Chicago, IL: University of Chicago Press.
  • Zeichner, K. M., and S. E. Noffke. 2001. “Practitioner Research.” In Handbook of Research on Teaching, edited by V. Richardson, 298–330. Washington, DC: American Educational Research Association.
  • Zhan, S. 2008. “Changes to a Chinese Pre‐Service Language Teacher Education Program: Analysis, Results and Implications.” Asia Pacific Journal of Teacher Education 36: 53–70.10.1080/13598660701793392
  • Zhang, L. 2006. “Preferred Teaching Styles and Modes of Thinking among University Students in Mainland China.” Thinking Skills and Creativity 1 (2): 95–107.10.1016/j.tsc.2006.06.002

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.