Title
Action Research: A Situated Perspective
Abstract
In this article, the situated experiences of teacher educators with a collaborative action research course are shared. Our experiences expose the problematic nature of institutional, school-district based, and school-based collaborative relationships. By reflecting on events that occurred during a semester, the instructors of this course established an ongoing dialogue and decided to develop a set of subcases, each of which focuses on a different aspect of the problematics that can emerge in action research. Taken together, these subcases comprise a larger case that helps us address a common question: “What does it mean to do action research collaboratively?” Discussion of these subcases leads us to new questions about how preservice teachers engage in collaborative action research and how they establish conditions in their collaboration that both sustain and enhance the power of their learning and their teaching. © 2001, Taylor & Francis Group, LLC. All rights reserved.
Publication Date
1-1-2001
Publication Title
International Journal of Qualitative Studies in Education
Volume
14
Issue
3
Number of Pages
399-412
Document Type
Article
Personal Identifier
scopus
DOI Link
https://doi.org/10.1080/09518390110029120
Copyright Status
Unknown
Socpus ID
85008770494 (Scopus)
Source API URL
https://api.elsevier.com/content/abstract/scopus_id/85008770494
STARS Citation
Zygouris-Coe, Vicky I.; Pace, Barbara G.; and Malecki, Cynthia L., "Action Research: A Situated Perspective" (2001). Scopus Export 2000s. 327.
https://stars.library.ucf.edu/scopus2000/327