This paper discusses the relationship between collaborative action research, in-service teacher education and classroom action research. A pilot case study on K12 competency-based learning provides an example of the collaborative action research process. The project involved a total of 40 senior teachers of kindergarten, primary and secondary school. Results from the qualitative analyses reveals: personal conceptions of teacher design and methods, main factors that contribute to change practices and the reasons for change resistance.
Zecca, L. (2016). Laboratori di progettazione didattica e formazione degli insegnanti: una ricerca-azione collaborativa.. In L. Dozza, S. Ulivieri (a cura di), L'educazione permanente a partire dalle prime età della vita (pp. 450-462). Milano : Franco Angeli.
Laboratori di progettazione didattica e formazione degli insegnanti: una ricerca-azione collaborativa.
ZECCA, LUISAPrimo
2016
Abstract
This paper discusses the relationship between collaborative action research, in-service teacher education and classroom action research. A pilot case study on K12 competency-based learning provides an example of the collaborative action research process. The project involved a total of 40 senior teachers of kindergarten, primary and secondary school. Results from the qualitative analyses reveals: personal conceptions of teacher design and methods, main factors that contribute to change practices and the reasons for change resistance.
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