File Download
  Links for fulltext
     (May Require Subscription)
  • Find via Find It@HKUL
Supplementary

Article: Teachers as Researchers: Discovery of Their Emerging Role and Impact through a School-University Collaborative Research Project

TitleTeachers as Researchers: Discovery of Their Emerging Role and Impact through a School-University Collaborative Research Project
Authors
KeywordsTeacher research
School-university collaboration
Inquiry project based learning
Issue Date2015
PublisherBrock University, Faculty of Education. The Journal's web site is located at http://brocked.ed.brocku.ca
Citation
Brock Education, 2015, v. 24 n. 2, p. 20-39 How to Cite?
AbstractThis study explored the impact of the role of teacher-researchers on in-service teachers’ professional development, as well as the reasons behind the lack of a teacher-as-researcher ethos in schools. In the study, teachers from four Hong Kong primary schools participated in a school-university collaborative research project that promotes collaborative inquiry projectbased learning (inquiry PjBL). During the project implementation period, the teachers took the dual role of the teacher and researcher. Six focus group interviews were conducted with the teachers to collect in-depth qualitative data on their experiences. The impact of this experience on teacher professionalism was examined from four dimensions: knowledge enrichment, school culture, teaching practice and curriculum design. The study provides evidence for the benefits of teacher research and sheds light on how university-school collaboration could contribute to engaging teachers in action research in their everyday classroom.
Persistent Identifierhttp://hdl.handle.net/10722/214633
ISSN

 

DC FieldValueLanguage
dc.contributor.authorChow, KCK-
dc.contributor.authorChu, SKW-
dc.contributor.authorTavares, NJ-
dc.contributor.authorLee, WY-
dc.date.accessioned2015-08-21T11:42:27Z-
dc.date.available2015-08-21T11:42:27Z-
dc.date.issued2015-
dc.identifier.citationBrock Education, 2015, v. 24 n. 2, p. 20-39-
dc.identifier.issn1183-1189-
dc.identifier.urihttp://hdl.handle.net/10722/214633-
dc.description.abstractThis study explored the impact of the role of teacher-researchers on in-service teachers’ professional development, as well as the reasons behind the lack of a teacher-as-researcher ethos in schools. In the study, teachers from four Hong Kong primary schools participated in a school-university collaborative research project that promotes collaborative inquiry projectbased learning (inquiry PjBL). During the project implementation period, the teachers took the dual role of the teacher and researcher. Six focus group interviews were conducted with the teachers to collect in-depth qualitative data on their experiences. The impact of this experience on teacher professionalism was examined from four dimensions: knowledge enrichment, school culture, teaching practice and curriculum design. The study provides evidence for the benefits of teacher research and sheds light on how university-school collaboration could contribute to engaging teachers in action research in their everyday classroom.-
dc.languageeng-
dc.publisherBrock University, Faculty of Education. The Journal's web site is located at http://brocked.ed.brocku.ca-
dc.relation.ispartofBrock Education-
dc.rightsCreative Commons: Attribution 3.0 Hong Kong License-
dc.subjectTeacher research-
dc.subjectSchool-university collaboration-
dc.subjectInquiry project based learning-
dc.titleTeachers as Researchers: Discovery of Their Emerging Role and Impact through a School-University Collaborative Research Project-
dc.typeArticle-
dc.identifier.emailChu, SKW: samchu@hku.hk-
dc.identifier.emailTavares, NJ: tavaresn@hkucc.hku.hk-
dc.identifier.emailLee, WY: celina16@HKUCC-COM.hku.hk-
dc.identifier.authorityChu, SKW=rp00897-
dc.identifier.authorityTavares, NJ=rp00960-
dc.description.naturepublished_or_final_version-
dc.identifier.hkuros246322-
dc.identifier.volume24-
dc.identifier.issue2-
dc.identifier.spage20-
dc.identifier.epage39-
dc.publisher.placeCanada-

Export via OAI-PMH Interface in XML Formats


OR


Export to Other Non-XML Formats