Teachers Investigate Their Work

by Altrichter, Herbert

• ISBN13: 9780415093576
• ISBN10: 0415093570
• Format: Paperback
• Copyright: 1993-11-15
• Publisher: Routledge

Summary

Action research is one of the most popular methods of professional development for teachers. It provides a practical way for teachers to uncover some of the complexities of the teaching process and thereby to improve the quality of their pupils' learning.Teachers Investigate Their Work introduces the methods and concepts of action research through examples drawn from studies carried out by teachers. The book is arranged as a handbook with numerous sub-headings for easy reference and 41 practical methods and strategies to put into action, some of them flagged as suitable 'starters'. Throughout the book, the authors draw on their international practical experience of action research, working in close collaboration with teachers.Teachers Investigate Their Work is an essential guide for teachers, senior staff and co-ordinators of teacher professional development who are interested in investigating their own practice in order to improve it.

Table of Contents

List of methods and strategies	vii
List of figures	ix
Acknowledgements	x
Introduction: What will you find in this book?	1	(9)
The purposes of action research	4	(2)
Features that distinguish action research	6	(1)
Stages of action research	7	(1)
Structure and use of this book	8	(2)
The research diary: companion to the research process	10	(23)
Why diaries are useful for research	10	(2)
Some suggestions for writing research diaries	12	(3)
An example taken from a research diary	15	(4)
Different kinds of diary entries	19	(9)
Getting started	28	(5)
Finding a starting point for your own research	33	(11)
What do we mean by 'starting points for research'?	33	(4)
Finding starting points	37	(3)
Approaches to choosing a starting point	40	(4)
Clarifying the starting point of research	44	(25)
From the 'first impression'	44	(3)
Activating additional knowledge en route	47	(3)
Towards elaborating practical theories	50	(7)
Suggested methods for clarifying the starting point of research	57	(1)
Conversations	58	(3)
Using diagrams	61	(3)
Finding patterns in experience	64	(5)
Data collection	69	(50)
Gaining experience and collecting data	69	(5)
Criteria for judging the quality of action research	74	(7)
Collecting existing data	81	(2)
Observing and documenting situations	83	(18)
Interviewing	101	(9)
The written survey	110	(4)
Collecting data as part of classroom work	114	(1)
A combined method: triangulation	115	(4)
Data analysis	119	(34)
Making sense of data	119	(4)
Constructive methods of data analysis	123	(8)
Critical methods of data analysis	131	(3)
Complex methods of data analysis	134	(19)
Developing action strategies and putting them into practice	153	(23)
Practical action as an integral part of research	153	(3)
What are action strategies?	156	(4)
How can I find a variety of suitable action strategies?	160	(2)
How can I choose which action strategy to put into practice from the range of available alternatives?	162	(6)
How can I plan concrete steps to make sure I feel comfortable with my action strategy?	168	(2)
How can I check the results of action strategies and record the experiences I have gained?	170	(6)
Making teachers' knowledge public	176	(25)
Why is it important to make teachers' knowledge public?	176	(3)
Disseminating teachers' knowledge: what, how, to whom?	179	(5)
Writing reports to disseminate teachers' knowledge	184	(8)
Further ideas about writing	192	(3)
Assorted tool-box for producing written reports	195	(6)
Behind the scenes: a theoretical foundation for action research	201	(9)
Action type 1: tacit knowing-in-action	203	(2)
Action type 2: reflection-in-action	205	(1)
Action type 3: reflection-on-action	205	(2)
The importance of teachers' action research	207	(3)
References	210	(7)
Index	217