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Guerra, Catia, Beatrice Hanratty, Andreia Onofre, Michele Tedeschi, Laura Wilenchik und Michele Knobel. „Doing-It-Ourselves as Teacher Researchers: A Collaborative Action Research Approach for Improving Literacy Support at Home“. LEARNing Landscapes 9, Nr. 1 (01.09.2015): 81–99. http://dx.doi.org/10.36510/learnland.v9i1.747.
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This paper describes what a group of teacher researchers learned from conducting an action research project in an urban elementary school serving a multilingual community in the northeastern United States. A key goal of the project was to enhance parents’ and caregivers’ support of students’ literacy development in ways that built on home literacy practices. Teachers’ learning included understanding the importance of true collaboration, responding to parent feedback, and teacher-led professional development.
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Lew, Moi Mooi, und Munira Mohsin. „Action Research Project in Teacher Education Curriculum“. International Journal of Learning in Higher Education 19, Nr. 1 (2013): 13–23. http://dx.doi.org/10.18848/1447-9494/cgp/v19i01/48671.
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Tsafos, Vassilis. „Teacher–student negotiation in an action research project“. Educational Action Research 17, Nr. 2 (Juni 2009): 197–211. http://dx.doi.org/10.1080/09650790902914175.
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Santelli, Betsy, George H. S. Singer, Nancy DiVenere, Connie Ginsberg und Laurie E. Powers. „Participatory Action Research: Reflections on Critical Incidents in a PAR Project“. Journal of the Association for Persons with Severe Handicaps 23, Nr. 3 (September 1998): 211–22. http://dx.doi.org/10.2511/rpsd.23.3.211.
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This article describes a participatory action research (PAR) project designed to evaluate Parent to Parent programs in five states in the United States. The PAR team consisted of two groups: 1) parent leaders of programs that create one-to-one matches between help-seeking parents of children with disabilities and volunteer supporting parents and 2) university-based researchers. Based on a narrative record of the project, critical incidents are presented along with reflections of factors that contributed to the success of the project overall. The project successfully gathered evaluative data about Parent to Parent self-help programs. Results of both the PAR project and the study it created are presented. A process of developing a shared understanding of the programs and of the purposes for evaluating them, along with an on-going willingness of parents and researchers to compromise, led to creative solutions to difficulties that arose in meeting the needs of researchers and parents. As a result of the project, published data from a controlled experimental study are now available showing that Parent to Parent assisted parents in developing more positive views of their circumstances and a stronger sense of efficacy in coping with family and child challenges. Interviews indicated some of the reasons why Parent to Parent succeeds and fails. The study also revealed operational problems in the programs that were previously unrecognized. As a result of the project, the participating programs have made several changes to improve their services and they have begun to use the research data to support their legitimacy to funders and to expand their services to new populations.
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Kapanadze, Marika. „The ARTiST-project still “alive” – Examples from Georgia and the Philippines“. Action Research and Innovation in Science Education 5, Nr. 1 (21.02.2024): 3–5. http://dx.doi.org/10.51724/arise.67.
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ARTiST (Action Research to innovate Science Teaching) was a project co-funded by the ERASMUS+ program of the European Union. Ten partners from seven countries worked together and implemented action research into their science teacher education programs. The main philosophy of the project was to innovate science education through classroom-based and teacher-driven action research. Training materials, teacher professional development courses for teachers and students were developed during the ARTiST-project. Some examples of the activities after three years of the projects’ end will be presented in this communication.
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Srivastava, Dr Seema. „Bringing Reforms in Teaching -Learning Practices through Action Research“. International Journal for Research in Applied Science and Engineering Technology 10, Nr. 1 (31.01.2022): 1199–204. http://dx.doi.org/10.22214/ijraset.2022.40019.
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Abstract: Research identifies Teacher Quality as the most important school related factor influencing student achievement. As rightly stated in NEP,2020 that the role of teacher is to shape the minds of younger generation. Teacher must be passionate, motivated, well qualified and well trained in content, pedagogy and practice. This paper presents the glimpse of the process and documentation of Action Researches by Pre-service trainees and practicing teachers of a district as to how it has enabled them to improve their practices and helped them grow professionally. An innovative project on’ Action Research’ by Pre-Service and InService Teachers have brought radical changes in School related Practices by developing a scientific attitude of solving the problems and becoming a researcher on their own .A Handbook on Innovative Practices Based on Action Research Projects by ETE and D.El.Ed students during their School Experience Programme has been published by us. It is an ongoing project and it emphasises on developing scientific temper among teacher –trainees and develop an inquiring mind. Action Research Proposals were developed by teachers and these were executed and published for wide sharing. Action Research practices are the worldwide global practices that are undertaken as quality initiatives. It is practiced globally in all areas including education for seeking solutions scientifically for improving the existing practices. Action Research should form an integral component of teacher education as envisioned in NEP to attract, build and sustain the best, passionate minds in teaching profession. This Paper gives a detailed account of how these action researches proposals were developed and executed by trainees and practicing teachers in the field and abstracts were written and documented based on the completed action research reports. The copies were disseminated in project schools for continuing such educational endeavours. It set an exemplar for teacher educators, teachers and students for evidence-based practices and motivated all to continue to explore, experiment and reflect on their school /classroom practices.
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Vu, Tung Ngoc. „Examining Teacher Agency Among Teacher Educators: An Action Research In Vietnam“. Australian Journal of Teacher Education 45, Nr. 7 (Juli 2020): 94–113. http://dx.doi.org/10.14221/ajte.2020v45n7.6.
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Teacher agency is an important topic in educational research, but its theoretical observations have not filtered down into practical Vietnamese teaching contexts. The action research project described here showcases a training-based intervention for teacher educators in various disciplines at eight universities in Vietnam. The intervention aimed to develop teaching skills and increase knowledge for teacher educators by helping them explore their students’ learning needs and facilitate their professional development. This study occurred within the context of changing Vietnamese political, cultural, economic, and social ways of being. Eight Vietnamese teacher educators of different cultural backgrounds, and working across a variety of subjects were invited to participate in the project. Two stages of research sought to help educators in higher education reflect on their exploration and perception of their teacher agency. The first stage involved training sessions that offered educators necessary knowledge and skills to exercise agency effectively. In the second stage, educators’ promotion of their agency in classrooms was analytically observed. Data collected included observation notes, reflective journals, and recordings from semi-structured interviews. Analysis of this data suggested that educators became more knowledgeable, intercultural, and inspirational agents in their classrooms after the educational intervention. Educators exhibited that the more positive attitudes, the more active participation. Conclusions discussed the benefits of fostering teacher agency and how this can be facilitated through professional development.
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Choi, Jung Ah, und Hana Cho. „An Action Research on Play-Based Korean Language Education for Young Children Linked to Intercultural Education: Focusing on the 'Creating Our Tree' Project“. Association of Global Studies Education 16, Nr. 2 (30.06.2024): 27–58. http://dx.doi.org/10.19037/agse.16.2.02.
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This study examines the 'Creating Our Tree' project as part of implementing play-based Korean language education for young children, linked to intercultural education. Using Kemmis and McTaggart's (2000) action research model, the study spanned 15 weeks, following cycles of planning, action, and evaluation. Participants were 11 children aged 4 to 6 in a pre-K class at a Korean school in a US city. Data were collected from class photos and videos, teacher journals, play observation records, lesson plans, and parent emails. Results showed that in the first cycle, 'initiating change through child interest and play-based classes' led to 'finding identity through play derived from child interests.' In the second cycle, 'children creating the play they desire' facilitated 'discovering identity through play related to daily life.' The third cycle focused on 'understanding interculturality through the project,' resulting in 'realizing the significance of interculturality through play project outcomes.' These findings suggest that integrating play and intercultural education makes Korean language education for young children more effective.
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Aguilar-de Borja, Joanna Marie. „TEACHER ACTION RESEARCH: ITS DIFFICULTIES AND IMPLICATIONS“. Humanities & Social Sciences Reviews 6, Nr. 1 (06.05.2018): 29–35. http://dx.doi.org/10.18510/hssr.2018.616.
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Purpose: This study generally aimed to (1) identify the most difficult part of the action research process as evaluated by the teachers; (2) find out implications of conducting action research in teaching-learning process; and (3) identify the impact on teachers’ current and future instructional practices in conducting action research.
Methodology: Mixed method design which involves quantitative and qualitative methods of researchwas used. High school teachers in Colegio de San Juan de Letran Calamba who conducted action researches from 2012 - 2015 were the respondents of the study. The total number of teachers involved in action research projects is 27 - 41% from the Mathematics-Science and Technology cluster, 37% out of 27 from Socio-Linguistic Cluster, and 22% come from the MAPEH-TLE Cluster. These teachers then answered the survey instrument adapted and modified from the study of O’Connor, Greene, and Anderson (2000).
Main Results: Based on the results, writing the Framework of the Study is the most difficult part. All teachers agreed that action research is valuable to the teaching-learning process for both teachers and students. On the other hand, almost all of the teachers said that action research project positively impacted both students’ learning and teaching. This proves that action research as viewed and assessed by teachers has a major role in improving the teaching-learning process. Likewise, teachers proved that involving oneself in action research leads to professional growth of their career through ranking and promotions. School setting and curriculum have been improved through the positive results gained in action researches. Knowledge of statistics or data analyses was one of the hindrances encountered by teachers in conducting action research. It appears that time spent in conducting action research is one big factor that makes this activity difficult for teachers.
Implications: Parts of action research, which were considered very difficult for teachers should be the focus of training and development for teachers. Likewise, the number of teaching load and teacher tasks require too much time that they cannot devote for research. Thus, In order for teachers to conduct researches, there should be lesser teaching load to provide extra time for institutional researches and support more teacher researchers.
Limitations: The results of the evaluation of the teachers to the questionnaire were the bases in drawing out conclusions. Moreover, the effect of conducting action research through experimentation was not included in the study.
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Küsel, Julian, und Silvija Markic. „Participatory Action Research in the Development of Higher Education with Digital Media“. Action Research and Innovation in Science Education 5, Nr. 1 (21.02.2024): 7–12. http://dx.doi.org/10.51724/arise.55.
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The digitalisation of higher education has versatile potential for students and especially for pre-service teachers. Unfortunately, this potential is insufficiently used in higher education institutions. This article displays a project focusing on developing university teacher education with digital media. For this purpose, the applied model of Participatory Action Research for Higher Education will be illustrated, reflected, and discussed to share the findings and experiences of the process and facilitate future development projects. Furthermore, conditions for success, challenges, and recommendations based on this project will be provided.
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Clegorne, Nicolas, und Roland Mitchell. „Student-Centered Empowerment of Teacher-centered Practices: An Action Research Project“. Networks: An Online Journal for Teacher Research 15, Nr. 1 (22.06.2013): 628. http://dx.doi.org/10.4148/2470-6353.1068.
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Lee, EunSang, JoonKoo Kim und EuGene Oh. „A Case Study of ‘Action Research Teacher Project’ in a School“. Korean Association For Learner-Centered Curriculum And Instruction 19, Nr. 8 (30.04.2019): 1037–63. http://dx.doi.org/10.22251/jlcci.2019.19.8.1037.
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Kohonen, Viljo, und Pauli Kaikkonen. „Exploring new ways of inservice teacher education: an action research project“. European Journal of Intercultural studies 7, Nr. 3 (Januar 1996): 42–59. http://dx.doi.org/10.1080/0952391960070306.
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N. S., Vinija, und Dr P. Bhaskaran Nair. „Action Research: An Ethno-methodological Perspective“. SMART MOVES JOURNAL IJELLH 8, Nr. 5 (28.05.2020): 64. http://dx.doi.org/10.24113/ijellh.v8i5.10582.
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Action Research is a tool for professional development which gained considerable momentum in language teaching domain. Effective and meaningful professional development programmes involve teachers in the constant process of learning about their practices, discovering and using their own potential. The strategies employed in action research are found to be one of the best options that can engage teachers in meaningful self-improvement. It is a discovery process in which the teacher investigates the issue on focus, carries out and implements some actions in the classroom. Just in opposite direction of the traditional practice of ‘from theory to practice’, action research moves ‘from practice to theorizing’. Reflection which is the essence of the philosophy at work behind, action research has a crucial role in improving the learning process and enhancing professional development. Reflection involves cognition, critical thinking, evaluation and problem solving. Action research continuously prompts these processes.
This article attempts to project how action research functions as a two-pronged phenomenon: (i) a pedagogic tool, whose impact will explicitly be felt on the learner, and (ii) as a means of continuous professional development, which leaves an implicit but, long-lasting change in the teacher. It is also pointed out in the paper, how action research can alter the physical and mental environment of learning and teaching through an ethno-methodological functioning—the teacher and the learners living in the same environment and getting immersed in the same experience.
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Gecolea, Cincy Merly, Elsa D. Pagulayan und Peejay G. Gecolea. „Implementation of Project CBISp-EDP (Communicate, Build and Intensify Stakeholders’ Participation- Exemplified and Deepened Partnership) and External Stakeholders’ Participation“. International Journal of Theory and Application in Elementary and Secondary School Education 5, Nr. 1 (27.04.2023): 144–50. http://dx.doi.org/10.31098/ijtaese.v5i1.1035.
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The study mainly focused on assessing the implementation of Project CBISp-EDP and external stakeholders’ participation in Calamba Bayside Integrated School. The study utilized a descriptive correlational research design. The respondents of the study were the 80 teachers and 99 parents of CBIS. Teacher-respondents were identified using a simple random sampling technique, while purposive sampling was used to identify the parent-respondents. Results of the study revealed that all teachers have the same level of observation in implementing Project CBISp-EDP. It also showed that external stakeholders participated in most school-initiated activities. Moreover, it also disclosed that the implementation of Project CBISp-EDP has a significant relationship with external stakeholders’ participation. It is recommended that the school consider the crafted action plan to strengthen stakeholders’ participation further.
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Lathrop, Benjamin N. „(Re)Active Praxis: Theory and Practice in Action as Teacher and Teacher Educator“. English Education 55, Nr. 1 (01.10.2022): 72–78. http://dx.doi.org/10.58680/ee202232132.
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A year before leaving his high school English classroom to start a PhD program in English education, the author conducted an action research project on student camera use in online synchronous classes. In this essay, the author reflects on that project from his new vantage point as a first-year graduate student and teacher educator in training, sharing insights into and implications for the power of a theory for making and remaking meaning.
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Onal, Nagihan, und Ugur Buyuk. „Science teachers' experiences in preparing a scientific research project: An action research“. Research in Pedagogy 13, Nr. 2 (2023): 314–28. http://dx.doi.org/10.5937/istrped2302314o.
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The aim of this study was to investigate the perspectives of science teachers who are pursuing postgraduate studies on their experiences in preparing a research project and to explore the effects of this experience on the participants. In this context, a qualitative research method was employed using an action research design. Seven science teachers who met the research criteria participated, and the research was conducted for 14 weeks during the fall semester. Semi-structured interviews, peer assessment forms, and project evaluation rubrics were used to collect data. The data collected from the interviews were analyzed using content analysis technique. The results indicated that the participants had insufficient knowledge about preparing a research project before the training, but they achieved a certain level of competency by the end of the training. The participants gained knowledge about the stages of the project, how to write the project, what originality means and its importance, and the criteria of a good project as a result of the training. The teachers gained an important understanding about the importance of originality and planning while preparing the project, and they had the most difficulty in determining the originality of the project. In addition, the participants agreed that teacher competency in preparing and conducting a qualitative research project is very important.
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Mancina, Hannah. „Empowering Students through a Social-Action Writing Project“. English Journal 94, Nr. 6 (01.07.2005): 31–35. http://dx.doi.org/10.58680/ej20054285.
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Capitalizing on students’ interest in a local newspaper story, high school teacher Hannah Mancina developed a research and writing project that resulted in the ninth-grade students’ “finding their voice and power through writing.”;
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McTaggart, R. „Pedagogical Principles for Aboriginal Teacher Education“. Aboriginal Child at School 15, Nr. 4 (September 1987): 21–33. http://dx.doi.org/10.1017/s0310582200015029.
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Aboriginal teacher education is a distinctive educational activity. How distinctive Aboriginal teacher education needs to be and the forms it might take are a matter for action research (McTaggart and Garbutcheon-Singh, 1986) by Aboriginal teachers, their communities, and teacher educators working in Aboriginal schools, and from teacher education instititions. But there is experience available from which it is reasonable to propose some general principles which should guide immediate efforts in Aboriginal teacher education.The pedagogical principles outlined below come from an action research project in Aboriginal teacher education conducted in the Northern Territory over the last two years. The project is known as D-Bate, the Deakin-Batchelor Aboriginal Teacher Education Program, a joint project of Batchelor College in the Northern Territory and the School of Education of Deakin University in Geelong, Victoria.
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Yuan, Fangyuan. „Roles of action research in the professional development of Chinese language teachers“. Chinese as a Second Language (漢語教學研究—美國中文教師學會學報). The journal of the Chinese Language Teachers Association, USA 53, Nr. 3 (31.12.2018): 201–21. http://dx.doi.org/10.1075/csl.17022.yua.
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Abstract This study examined the roles of action research in the professional development of Chinese language teachers. Participants were a group of Chinese teachers enrolled in a teacher training course. In light of theories and research, participants were guided to reflect on their own teaching beliefs and practice and design a research project about their own teaching. Using a descriptive-explorative design, this study elicited data from multiple sources, including students’ pre-course survey, professional journals, reflective essays, project reports, group interviews, email exchanges with the instructor, and instructor’s field notes. Three categories emerged from the data analysis that reflected students’ gains from the process: a broader conception of research on language teaching and learning, a more sophisticated understanding of foreign language teaching in general and their own teaching in particular, and a learning process of how to be a teacher-researcher. Contributing and impeding factors are discussed and values of teacher research are suggested.
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Nezvalová, Danuše. „CAN BE THE PRESERVICE SCIENCE TEACHER A RESEARCHER?“ Problems of Education in the 21st Century 37, Nr. 1 (15.12.2011): 90–97. http://dx.doi.org/10.33225/pec/11.37.90.
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In this theoretical research an impersonal style should be used the status of teacher research in science education, examine the advantages of science teacher research, and consider possibilities for the role of science teacher research. In literature teacher research or teacher action research was mentioned only briefly as a part of qualitative research or science teacher education. This lack of attention to science teacher research might reflect the relatively late entry of science teachers into the teacher research movement. Teacher research is an effective model for teacher learning and development. Teacher research can make valuable contributions to the knowledge base for science teaching. Teacher researchers step outside their own assumptions and preconceptions and maintain a healthy skepticism about their observations of themselves and their students. One semester action research project was implemented in observing teaching practice course at the preservice science teachers training at Faculty of Science Palacky University in Olomouc. Students during this semester observed science lessons in upper secondary schools. They analyzed pedagogical events that happened in the class. They also developed a research-base rational paper describing how they will teach science. During this semester students examined one aspect of this rationale in an action research project carried out in collaboration with the host teacher. Science teacher research can contribute to the development of prospective science teachers and the development of a knowledge base for science teaching and learning. This is a particularly interesting moment in time to examine the contributions and potentials of science teacher research. Key words: science education, preservice science teacher training, science teacher research, development of preservice science teachers, action research, preservice science teacher as a research.
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Cain, Judith. „Teaming from three perspectives. Interviews with participatory action research participants.“ Kairaranga 9, Nr. 3 (01.10.2008): 43–45. http://dx.doi.org/10.54322/kairaranga.v9i3.129.
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Taking part in the autism spectrum disorder participatory action research (ASD PAR) project was a genuine team effort for the group of people supporting Rose, a primary school student with Asperger syndrome. The following excerpts are from interviews with some of Rose's team, This is a collaborative approach to telling the story of the team's collaborative effort. The voice of Rose's parents, the principal of the school she attended and the resource teacher: learningand behaviour (RTLB) who coordinated the project, are all heard here and offer readers some insights on teaming from three perspectives.
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Bedford, Timothy. „Constructing a Transformative Sustainability Pedagogy: Teacher Empowerment for a Sustainable Future“. Journal of Teacher Education for Sustainability 24, Nr. 1 (01.06.2022): 5–18. http://dx.doi.org/10.2478/jtes-2022-0002.
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Abstract The article demonstrates an action research approach for constructing Transformative Sustainability Pedagogy (TSP) to empower teachers for a sustainable future. The starting point for the TSP was a Transformative Education for Gross National Happiness (GNH) teacher action research project in Bhutan (2010–2013) – a collaboration between the author, co-researcher and the Royal Education Council. Two Leadership Training Courses (LTC) were developed for teachers from seven schools based on critical/transformative pedagogy. The aim of the courses was to empower the teachers to carry out action research to infuse their schools with GNH principles and practices. The project concluded in 2013, and the results showed that the LTC transformative pedagogy and action research approach had successfully empowered teachers to act and promote GNH in their schools. Nine years on, the author re-analyzed the project data to identify the empowering pedagogical principles and construct TSP grounded in ecological principles and values.
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Thapaliya, Pratima. „A Praxis/future-driven Inclusive Science Learning Through STEAM-based Design Thinking Project“. Innovative Research Journal 3, Nr. 2 (31.12.2023): 1–10. http://dx.doi.org/10.3126/irj.v3i2.61792.
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Engaging the prospective science teacher in a praxis/future-driven orientation holding transformative STEAM-based design thinking project designing and implementing approach is new in the Nepalese science teacher education program. It could support critically reflecting on- action and in-action for reducing the gap between theory and practice for action. This paper attempted to explore the research question: How could I engage prospective science teachers in a STEAM-based design thinking project for a praxis/future-driven inclusive science learning? So, the transformative action research methodology has been launched in my workplace purposively by selecting eight research participants. I designed and implemented the STEAM-based design thinking project in my science classroom. It motivated my research participants to know this approach's conceptual, theoretical, and practical dimensions by actively participating in critical discourse. I viewed my and my participants' feelings, beliefs, and actions from the theoretical lens of critical-reflexive Bildung, which has the learners' high content and skills development orientation. It helped me to visualize the deep-rooted disempowering forces and the viable alternative ways for action. Moreover, it invited me to change my cultural reproduction-dominated science teaching. This research also envisages a curriculum as a mandala, pedagogy as/for the public good, and assessment as/for learning for praxis/future-driven science classrooms.
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Myers, Nancy, und Benita R. Dillard. „An Action Research Projects Impact On Teachers Leadership Attitudes And Perceptions“. Journal of College Teaching & Learning (TLC) 10, Nr. 1 (24.12.2012): 69–74. http://dx.doi.org/10.19030/tlc.v10i1.7533.
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California Lutheran University is a regional site for the California Reading and Literature Project (CRLP). In 2010, CRLP began a two-year longitudinal study to examine the effects of participating in an institute called Reframing Teacher Leadership: Action Research Study Group had on PreK-12 teachers attitudes and perceptions. The foundation underpinning this study is the New Framework for Teacher Leadership. This study examines the impact that participating in the Action Research Group had on teachers attitudes and perceptions. Mixed-methods were used to analyze participants feedback through surveys and fieldnotes. Results confirmed the claim made by educational researchers that action research empowered teachers to have a greater stake in curriculum and instructional decisions and provided them with a framework to improve their pedagogical practices.
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Lew, Moi Mooi, und Munira Mohsin. „Action Research Project in Teacher Education Programme: Pre-service Teachers’ Competency and Weaknesses“. International Journal of Learning: Annual Review 18, Nr. 1 (2011): 565–74. http://dx.doi.org/10.18848/1447-9494/cgp/v18i01/47455.
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Maxwell, TW, Jo-Anne Reid, Catherine McLoughlin, Catherine Clarke und Ruth Nicholls. „Online support for action research in a teacher education internship in rural Australia“. Australian and International Journal of Rural Education 12, Nr. 1 (01.03.2002): 23–33. http://dx.doi.org/10.47381/aijre.v12i1.480.
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The two themes of this paper are action research and online learning support in teacher internships in rural Australia. A model for the interaction of professional practise, the workplace and the university (Lee, Green and Brennan, 2000] came to inform the conceptualisation of a new final year teacher education unit which uses action research (Kemmis and McTaggart, 1988) as a learning process for interns (cf Beisser, 2000; Grundy, 1995]. This year long unit requires support in the first semester as internal students explore action research and identify potential areas for their improvement. In second semester interns (placed in 10 week internships almost exclusively in rural schools) are supported as they undertake action research to improve their practise. The unit has been piloted three times with small groups prior to full implementation in 2001. A move to online communication as the University's key support mechanism for interns at distant workplaces, and as an on campus learning strategy, was instituted in 2001. This report this paper reports upon: conceptual developments following pilots of a pre service unit in which action research during students internship is the culminating feature; online learning support for one student groups action research projects while on their internship; and early results from the action research project on online learning of neophyte teachers as internal students prior to their experience as interns.
Our move into online work, on campus and off campus in rural areas, has proved to be of particular benefit to most students. The early data vindicates this move in that (a) the students appreciated being forced to read and (b) bulletin boards can provide support for complex projects while off campus.
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Wastin, Ellie, und H. Sophia Han. „Action Research and Project Approach: Journey of an Early Childhood Pre-service Teacher and a Teacher Educator“. Networks: An Online Journal for Teacher Research 16, Nr. 2 (21.12.2014): 545. http://dx.doi.org/10.4148/2470-6353.1044.
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Birch, Gregory Charles. „Foreign Language Education Reform through Action Research - Putting CEFR educational principles into practice“. CEFR Journal - Research and Practice 4 (Dezember 2021): 43–65. http://dx.doi.org/10.37546/jaltsig.cefr4-3.
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This research, funded by the Japan Society for the Promotion of Science (JSPS)1, has been undertaken by the JALT CEFR & LP SIG in order to support numerous small-scale action research (AR) projects related to foreign language teaching in Japan and beyond from April 2020 to March 2023. Practitioners invited to participate in the project will reflect on and find ways to improve their teaching practices using the CEFR as a reference and conceptual tool, and will be provided with support and guidance to ensure that their research is conducted systematically in relation to the AR literature and reflective of CEFR principles. This paper proposes a CEFR-focused AR model (CARM) based on a critical review of the AR literature. The CARM model is the product of the first-year of this research project (hereafter referred to as the Kaken research project). Our hope is that teacher-research guided by this model will produce robust findings that practitioners and other stakeholders in language programs will find both informative and of practical use.
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Sandra S.A., [None], Durri Andriani, Sunu Dwi Antoro, [None] Prayekti und [None] Warsito. „Teaching and Learning Classroom Action Research at a Distance in an Indonesian Urban Community“. Excellence in Higher Education 2, Nr. 2 (15.12.2011): 114–20. http://dx.doi.org/10.5195/ehe.2011.47.
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This action research project aims to understand whether teachers are mastering the knowledge and skills necessary to conduct classroom action research through two courses, Classroom Action Research (CAR) and Enhancing Teaching Professional Skills (PKP: Pemantapan Kemampuan Profesional), offered via distance education to Indonesian teachers and to identify areas for possible improvement of both courses. The research was conducted in two urban study centers located in the cities of Bogor and Tangerang in the Indonesian provinces of West Java and Banten. Data were collected via semi-structured interviews, classroom observations, questionnaires, and focus group discussions. All data were analyzed for patterns that might offer insight into the problems tutors and teacher-learners were facing as they worked through the Classroom Action Research (PTK: Penelitian Tindakan Kelas) module and tutorial. The research team from Indonesia Open University (UT: Universitas Terbuka) identified several problematic aspects of each course, including excessive lag time between the first and second courses, insufficient examples of model classroom action research projects, a lack of supervised practice of action research techniques, variability of tutorial quality, and a mismatch between course assessments and the content and purpose of the courses. While the findings of this study focus primarily on two distance courses offered by UT, they offer insight into the challenges of providing in-service teacher development via distance education in the Indonesian context. Key Words: Distance Learning, Classroom Action Research, Teacher Professional Skill
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Syahputra, Alhafif. „Meningkatkan Keterampilan Mengajar Guru Bidang Studi Agama Melalui Pembimbingan Dan Praktek Mengajar“. Continuous Education: Journal of Science and Research 2, Nr. 3 (06.12.2021): 1–15. http://dx.doi.org/10.51178/ce.v2i3.312.
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Teachers in the field of Religious Studies have poor teaching skills. Teachers are always given instruction in the traditional lecture format, which is not accompanied by any teaching techniques. Through mentoring and teaching methods, this project intends to strengthen the teaching skills of Religious Studies teachers at MTsN Pematangsiantar. This research uses a school action research approach, research was undertaken at MTsN Pematangsiantar with a total of 15 teachers involved, and it is a school action research project. The findings revealed that 1) the mean value of teacher teaching skills increased significantly, 2) the mean value of teacher teaching skills in Pre-cycle was 112,00, and the mean value of teacher teaching skills in Cycle I increased to 220,47, and 3) the mean value of teacher teaching skills in Cycle II increased to 253,40.
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Vilaça, Teresa. „A multiple case study based on action-oriented sexuality education“. Health Education 117, Nr. 1 (03.01.2017): 110–26. http://dx.doi.org/10.1108/he-02-2016-0006.
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Purpose The purpose of this paper is to discuss teachers’ practices, barriers and facilitating factors associated with a regional school-based action-oriented sexuality education (SE) project with the use of information and communication technology. Design/methodology/approach This qualitative research was anchored in a constructivist paradigm, set up as a multiple case study (six schools) with exploratory aims. Observation, teacher group interview, online class-diaries and contents of the project website were used for data collection. Cross-case analysis was carried out following single case analyses. Findings It was found that when teachers attend in-service teacher education and training they develop professional competences to act as facilitators of students’ inquiry-based learning on action-oriented knowledge and on carrying out collective actions to promote sexual health and well-being. Collaborative and reflexive work among teachers emerged as a facilitator factor and SE integration in the school curriculum as the principal barrier. Research limitations/implications The results of the cross-case analysis of this qualitative research based on single cases developed in their own social contexts can only be generalized with caution to other similar contexts. Practical implications Despite the limitations of this study, it has great importance for both research and practice as it contributes to the evidence regarding the implementation of the combined action of the democratic approach (participatory and action-oriented) and the use of ICT on SE. Originality/value This paper provides important information for those working on school health education projects, particularly considering how action-oriented SE is applied in different contexts.
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Bagatrishvili, Natela. „The Importance of School and Company Cooperation in Promoting Science Education in Georgia“. Action Research and Innovation in Science Education 6, Nr. 1 (23.02.2024): 13–17. http://dx.doi.org/10.51724/arise.71.
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The article examines the cycles and results of an action research carried out as part of the ARTiST project implemented in Georgia with the participation of students from Telavi Public School N7. The activities of the teacher in the context of the action research and the study results are highlighted; the positive changes in terms of the development of practical skills of the students in the project-based activities are dealt with. In particular, the article describes how school science projects carried out in collaboration with a company change the meaning of the perspective of applying knowledge and experiences that students have gained in school in everyday life.
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Ortega, Yecid. „Using Collaborative Action Research to Address Bullying and Violence in a Colombian High School EFLClassroom“. Íkala 25, Nr. 1 (28.01.2020): 35–54. http://dx.doi.org/10.17533/udea.ikala.v25n01a04.
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This paper describes how a collaborative action research project implemented in an underprivileged high school in Bogotá helped an English teacher and her students discuss issues of social justice with a special focus on bullying. It also discusses how the English teacher used her class to connect global and local issues to sensitize students to their own social inequalities. To do this, the teacher used social justice, critical peace education, and globalization as a framework that guided her research and practices. The students, the teacher, and I, as a researcher, collaborated to cocreate lessons whereby students were conscientized about normalized aggression in the school. The findings of this research suggest the following (a) students became more sensitive to and aware of the violent culture that existed in the school, (b) the activities empowered them to become advocates for social change, and (c) the actions taken translated into the community becoming central as praxis. I conclude that the English classroom has the capacity for social transformation as it allows for alternative pedagogical approaches targetting the students’ needs.
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Wood, Audrey B. „Classroom-based action research with secondary school students of English Literature“. English Teaching: Practice & Critique 16, Nr. 1 (02.05.2017): 72–84. http://dx.doi.org/10.1108/etpc-08-2016-0100.
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Purpose The purpose of this paper is to reflect on some of the professional and practical challenges which emerged during the process of carrying out a small-scale action research project into different approaches to teaching English Literature in a Year-9 secondary classroom, completed in part-fulfilment of the requirements for a higher degree. Design/methodology/approach The author narrates an account of some of the difficulties faced by one emergent researcher whilst carrying out educational research in a comprehensive school in England. Findings The author suggests that even within a research-supportive environment where “research” is encouraged or expected, there is often limited effort from management to articulate the practicalities or evaluate its effectiveness. Despite this, the author emphasises the benefits to teachers and students of undertaking small-scale action research projects into issues of contemporary professional concern in the classroom. The author argues for the involvement of school administrators and universities in supporting teacher-researchers. Originality/value The value of this research lies in acknowledging some of the challenges that emergent researchers might face in conducting research in the context of the classroom, which might enable other teacher-researchers to anticipate and avoid similar problems in their own research, and circumvent criticism from those who believe that educational research should not be carried out by teachers.
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Agudelo, Jose Fabian, und Adriana María Morales Vasco. „Project-Based Learning as a catalyst for Students and Teacher Autonomy development: The experience in a State School in Nilo, Cundinamarca.“ GIST – Education and Learning Research Journal, Nr. 19 (12.12.2019): 31–48. http://dx.doi.org/10.26817/16925777.699.
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This paper reports the findings of a graduation thesis which intended to identify the effects that Project-Based Learning implementation had on the development of autonomy of a group of tenth grade English language learners and their teacher. In this Action Research study, several instruments were used. An initial questionnaire to confirm perceptions; a student´s attitude scale to assess how students worked, both individually and in small groups; small group conferencing, which enabled students to speak about their projects; a teacher-research journal with teacher´s reflections on the implementation and effectiveness of the action strategies; and students´ journals containing reflections on the different stages of the process. The data gathered showed that PBL work led to both learners and their teacher having more positive attitudes and behaviors towards their own academic activities and teaching practice, respectively. This methodology encouraged learners to become decision makers, to gain responsibility and confidence, and to raise awareness of their role in the classroom, while also promoting the development of several features of the teacher´s teaching style. Thus, knowledge in the classroom was built cooperatively.
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Jones, Emily M., Jun-hyung Baek und James D. Wyant. „Exploring Pre-Service Physical Education Teacher Technology Use During Student Teaching“. Journal of Teaching in Physical Education 36, Nr. 2 (April 2017): 173–84. http://dx.doi.org/10.1123/jtpe.2015-0176.
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Purpose:The purpose of this study was to investigate the factors influencing preservice teachers’ (PST) experiences integrating technology within a guided action-based research project in the context of student teaching.Methods:Participants were enrolled at a rural, mid-Atlantic university (N = 80, 53 male; 27 female). Researchers retrieved archived data from five semesters of physical education (PE) student teaching cohorts. Data sources included: Technology Action Research Project poster presentations (n = 75) and reflective journal entries (n = 234). All identifiable information was removed, and qualitative data were analyzed inductively.Results:Three themes and subthemes emerged Student Clientele, Self as Teacher, and Others as Systems of Support as contributing agents in PSTs’ experiences integrating technology.Discussion/Conclusion:Results of this study support technology-rich field-based experiences for PSTs that are guided by an action research framework. Findings enhance our understanding of factors that facilitate and hinder early career PE teachers use of technology in teaching and learning settings.
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Robinson, Daniel B., und William Walters. „EXPLORING OTHER PRACTICUM POSSIBILI TIES: AN ACTION RESEARCH INITIATIVE“. Canadian Journal of Action Research 17, Nr. 3 (21.12.2016): 39–56. http://dx.doi.org/10.33524/cjar.v17i3.285.
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This article summarizes an action research project undertaken at a teacher education institution in Canada. The action research was implemented in an effort to respond to initial observations related to some practicum limitations. In an effort to seek a ‘solution’ to these limitations, a modified practicum model was piloted with a small group of mentors (teachers) and protégés (students). Results suggest that the ‘intervention’ introduced within this pilot practicum did have positive results—especially as they relate to encouraging mentor-protégé relationships and enabling school-site acclimatization and acculturation. In light of these findings, concluding thoughts and future recommendations are offered, for both our own institution as well as others.
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Santarossa, Sara, und Sarah J. Woodruff. „Understanding Effective Development: Using a Community–Academic Partnership to Create a Workshop and Interactive Toolkit for Parent Education“. Canadian Journal of Action Research 20, Nr. 2 (30.04.2019): 68–84. http://dx.doi.org/10.33524/cjar.v20i2.436.
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A paucity of research exists on using action research with parents, particularly within the framework of parent education. The current study explores the development phase of a community-academic partnership (CAP) that designed a workshop and interactive toolkit to educate mothers on how to navigate social networking sites. The CAP (N = 10) was comprised of researchers, a community organization, and a group of mothers interested in the development of the parent education program. Participants completed an online survey wherein they endorsed and ranked the importance of facilitating and hindering factors present in the formation of the collaborative process, as well as provided formal feedback on the CAP. Although both collaborative processes (interpersonal and operational) were referenced as influential facilitating factors during the CAP’s development, operational processes were expressed as facilitators more often. Similar to other action research it appears that hindering factors are commonly not experienced during the development phase. In addition, it appears a quality action research project was conducted based on the successful fulfillment of partnership and participation, action, reflection, and significance. Overall, this study specifically makes a significant contribution to action research as it pertains to the development of parent education.
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Ulisses, Carla, und Nic Hurst. „Illustrating the Intercultural in Portuguese Secondary School Foreign Language (FL) Classrooms“. e-TEALS 7, Nr. 1 (01.12.2016): 40–69. http://dx.doi.org/10.1515/eteals-2016-0007.
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Abstract This article reports on a small-scale action research project developed in the context of the practicum of a Teacher Education Masters course at the Faculty of Letters, the University of Porto. The project was focussed on the importance of visual stimuli in the foreign language teaching classroom (English and Spanish), within the context of an intercultural approach. Different strategies, activities and materials were employed with the general aim of helping the learners to develop their critical cultural awareness. The learners played a central role, participating actively, by bringing into the classroom their own knowledge of the world. Simultaneously, the role of the teacher was not without importance in this action research project, presenting herself as an example of a cultural mediator.
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Krause, Moritz, und Ingo Eilks. „Using Action Research to Innovate Teacher Education Concerning the Use of Modern ICT in Chemistry Classes“. Action Research and Innovation in Science Education 2, Nr. 1 (24.07.2019): 15–21. http://dx.doi.org/10.51724/arise.16.
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This paper describes action research on teacher education aiming at innovating a course on the use of modern ICT in science education. The background of the action research project is presented and experiences and effects are also discussed. The study was carried out at a German university focusing an educational course for pre-service chemistry teachers. The course was cyclically refined over a time span of three years by participatory action research. The accompanying research revealed positive effects of the course on the student teachers. The research focused on changes in student teachers’ attitudes and self-efficiency beliefs concerning the use of digital media in general and in chemistry education in particular. More investment in action research in innovating science teacher education is needed. The presented case allows to serve as a promising example.
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Strong-Wilson, Teresa, Manuela Pasinato, Kelly Ryan, Bob Thomas, Nicole Mongrain, Maija-Liisa Harju und Richard Doucet. „Line Up Your Ducks! Teachers First!: Teachers and Students Learning With Laptops in a Teacher Action Research Project“. LEARNing Landscapes 1, Nr. 1 (01.01.2007): 199–220. http://dx.doi.org/10.36510/learnland.v1i1.248.
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Teachers are increasingly expected to incorporate technology into their practices. However, they need experiences with using new technologies in their classrooms and support to talk about and reflect on those experiences. "Teachers first" was one of the main principles that Lankshear and Synder (2000) identified as key to teachers incorporating new technologies into their practice. To put this principle into place, you need to "line up your ducks": there needs to be a structure, sustained support for that structure, and opportunities for active teacher participation. This article links findings from the first year of the "Learning with Laptops" project by focusing on the most experienced "teacher learners" and connects it with the research literature on teacher and student engagement. The findings contribute support for the principle: teachers (as learners) first!
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РОМАНИШИН, Ігор. „TEACHER EDUCATOR’S PERCEPTIONS OF THE ELT METHODOLOGY COURSE CONTENT SUFFICIENCY: ACTION RESEARCH“. Освітні обрії 50, Nr. 1 (27.03.2020): 102–10. http://dx.doi.org/10.15330/obrii.50.1.102-110.
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In the article, the author describes the procedures and results of the implementation of the pedagogical technology – the design and delivery of the three-hour session ‘Introduction to Communicative Language Teaching and the History of Method’ to the second-year pre-service English teachers at Vasyl Stefanyk Precarpathian National University, Ukraine aimed at enhancing students’ understanding of basic ELT concepts and becoming prepared for the new methodology content to be covered in the spring term of the academic year of 2019/2020. The study is based on the material of the experimental Core Curriculum “English Language Teaching Methodology. Bachelor’s Level” implemented within the framework of the joint project of the British Council Ukraine and the Ministry of Science and Education of Ukraine “New Generation School Teacher”. The author applied the research methods of comparison, generalisation, synthesis, induction and deduction, as well as carried out the classroom action research using such instruments for qualitative and quantitative data collection as teacher classroom observations, student surveys, and student self-assessment checklists. The analysis of the obtained results demonstrates that the suggested pedagogical technology (materials, activities, methods/techniques, interaction of the subjects of educational process, etc.) helped the teacher educator and students to reach the objectives of the experimental study. The results of the study might be useful for the wider community of pre-service English language teacher educators in Ukraine and beyond.
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Wang, Qiang, und Hongjia Mu. „The Roles of University Researchers in a University-School Collaborative Action Research Project - A Chinese experience“. Multidisciplinary Journal of Educational Research 3, Nr. 2 (15.06.2013): 101–29. http://dx.doi.org/10.4471/remie.2013.08.
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Teacher research as an international movement since the 1970s has been advocated worldwide to promote school curriculum reform and the professionalization of school teachers. University-school collaborative action research is a new attempt to support school teachers who learn to do research in their classrooms while providing opportunities for university researcher to develop a better understanding of classroom practice with more effective strategies to support teacher change. Such collaborative research has been promoted in the recent curriculum reform in basic education in China. This paper reports on an action research project conducted by school teachers supported by university researchers in the Chinese context with a focus on examining the roles and gains of university researchers in this project. Data was collected through project meeting observations, questionnaires, interviews and participants’ reflective journals. Both quantitative and qualitative analysis methods were used respectively for analyzing the data collected. The purpose of this study is to understand better the nature of such collaborations and the gains as well as challenges on the part of university researchers so that implications can be drawn for establishing a sound university-school collaborative research body that promotes the professional learning of both parties.
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Nguyen-Truong, Connie K. Y., Jacqueline Leung, Kapiolani Micky und Jennifer I. Nevers. „Building Safe Didactic Dialogues for Action Model: Mobilizing Community with Micronesian Islanders“. Asian/Pacific Island Nursing Journal 5, Nr. 1 (2020): 1–11. http://dx.doi.org/10.31372/20200501.1066.
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Background: Despite mandates by the United States (U.S.) government to ensure the inclusion of women and minorities in federally funded research, communities of color continue to participate less frequently than non-Latinx Whites. There is limited research that examines maternal health outcomes and early childhood resources. Pacific Islanders (PI) have grown substantially in a county in the Pacific Northwest region of the U.S. (from 4,419 to 9,248, of which 52% are female). About 62.7% of PI women are not accessing prenatal care in the first trimester, and this is substantially higher than the national target of 22.1%. Researchers found that PI children are leaving school to take care of family obligations. The purpose of the educational innovative project, Building Safe Didactic Dialogues for Action model, was to respond to Micronesian Islanders (MI) parent leaders’ need to feel safe and to build a close kinship to encourage dialogue about difficult topics regarding access and utilization of early education systems and prenatal/perinatal health for community-driven model for action planning and solutions. Approach: Popular education tenets were used in the project to be culturally sensitive to the human experience. The MI community health worker outreached to MI parent leaders in an urban area in the Pacific Northwest region of the U.S. Eight partners participated in this project: parent leaders from the MI community-at-large, community partners from the MI Community organization, and academic nurse researchers. Didactic dialogues lasted two hours per session for four. Topics included: collaborative agreements, MI parent leaders’ identified needs and existing resources regarding preschool and immunization, parent–child relationship (stress and trauma, adverse childhood experiences), and MI experience regarding prenatal care access and postpartum depression. Group discussion on reflection was used to evaluate utility. Outcomes: Building Safe Didactic Dialogues for Action model was foundational via mobilizing community with MI, trust and rapport building, and engaging in a safe and courageous space for dialogues for action planning and solutions as community and academic partners as stakeholders. Conclusion: Many previously unspoken issues such as abuse, language, and cultural beliefs including barriers were openly shared among all partners. Dynamic thoughts towards identifying needs for change and then planning steps toward creating positive change created an atmosphere of empowerment for change.
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Küppers, Almut. „Cultural learning through drama tasks: An action research approach“. Scenario: A Journal of Performative Teaching, Learning, Research VI, Nr. 1 (01.01.2012): 128–34. http://dx.doi.org/10.33178/scenario.6.1.8.
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Anja Jäger (2011): Kultur szenisch erfahren. Interkulturelles Lernen mit Jugendliteratur und szenischen Aufgaben im Fremdsprachenunterricht. Frankfurt/Main et al.: Peter Lang ISBN 978-3-631-61155-5 Teaching a language is a complex endeavor. Promoting cultural learning seems to be an even more sophisticated teaching challenge. The question of how to research multilayered processes of subtle cultural learning in a foreign language classroom setting has not yet been adequately answered – much rather (and despite DESI) it still remains an unexplored island in what appears to be a much more cultivated land, namely that of foreign language research. In her study “Kultur szenisch erfahren” Anja Jäger has opted for a research design which sets out to explore intercultural learning from the inside out as a teacher-researcher. The author is a middle school teacher herself who has had a number of years of teaching experience under her belt, before she embarked on an action research project. Anja Jäger, thus, knew the field under investigation very well when she started to illuminate the following questions: Which kind of drama tasks are especially suitable in order to develop intercultural communicative competences in English foreign language learners and under which teaching conditions do the tasks unfold their potential most ...
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Bramwell-Lalor, Sharon, Therese Ferguson, Carmel Roofe, Loraine Cook, Aldrin Sweeney und Carol Hordatt Gentles. „Teachers’ Commitment to Promoting Education for Sustainable Development: Outcomes of a Faculty Collaborative Action Research Project“. Caribbean Journal of Education 45, Nr. 1 (13.12.2023): 126–55. http://dx.doi.org/10.46425/c044501e9720.
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The Education for Sustainable Development (ESD) Working Group (consisting of teacher educators within the School of Education at The University of the West Indies, Mona Campus in Jamaica), conducted a collaborative action research project to infuse ESD skills, issues, perspectives, and values into six courses. The study explored students’ views on the role of teachers in promoting ESD, their personal commitment to ESD, and whether these views were influenced by the infusion process. The study involved 140 undergraduate and graduate students, comprising both pre-service and in-service teachers, and an instrument was developed to gather pre- and post-course responses to open-ended prompts. The results showed development in students’ awareness about their roles and personal commitment to ESD after the infusion process. The findings indicate that teacher education programmes have the potential to promote sustainable development and empower teachers as change agents.
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Saavedra, Anna Rosefsky, Amie Rapaport, Kari Lock Morgan, Marshall W. Garland, Ying Liu, Alyssa Hu, Danial Hoepfner und Shira Korn Haderlein. „Project-based learning in AP classrooms: Lessons from research“. Phi Delta Kappan 103, Nr. 3 (November 2021): 34–38. http://dx.doi.org/10.1177/00317217211058522.
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A team of researchers wanted to learn whether AP teachers using a project-based learning (PBL) approach could develop students’ deep learning of knowledge and skills while preparing them for their AP exams. They used a randomized controlled trial to evaluate the Knowledge in Action (KIA) project-based curricula for AP courses. KIA students outperformed non-KIA students on AP exams, including within subgroups. Though the shift to PBL required considerable pedagogical changes, teachers and students perceived benefits beyond AP performance, and the majority of teachers planned to continue using PBL after the study. The pattern of results was consistent for two years and in two courses, AP U.S. Government and AP Environmental Science. Results support teacher-driven adoption of KIA for students from both lower- and higher-income households and in both courses.
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Esterhulzen, Stef, Martie Uys und Nomsa Mohosho. „Parent-Practitioner Collaboration to Support Sustainable Development in Early Years Education“. Educational Research for Social Change 12, Nr. 1 (27.04.2023): 17–30. http://dx.doi.org/10.17159/2221-4070/2023/v12i1a2.
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This article stems from a research project in five early childhood development (ECD) centres in South Africa, and focuses on parent-practitioner collaboration for sustainable development in early years education. Using a qualitative approach, we followed a participatory action learning and action research (PALAR) design to answer the main research question: "How can parent-practitioner collaboration support education for sustainable development in the early years?" Participants formed an action learning set (ALS) in which they acted as co-researchers and equal partners to construct their own meanings in order to advocate for social change. Data were collected in the ALS during Cycle 3 of the PALAR process. We relied on transcribed, recorded ALS discussions and photovoice activities to generate data, and used thematic content analysis to collaboratively analyse the data. Our findings disclose that education for sustainable development is possible when parents and practitioners collaborate.
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Casey, Gail, und Terry Evans. „Action research to support the integration of social media in the classroom“. Action Research 16, Nr. 2 (04.01.2017): 127–51. http://dx.doi.org/10.1177/1476750316674539.
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This article discusses and reflects on the action research process used during an investigation in which social and participatory media were integrated into the face-to-face classroom. The action research project concerned pedagogical and curricular changes created, negotiated, reflected upon and documented as new media were incorporated into 13 classes, over an 18-month period, in an Australian public high school. The action research process and its continual cycles of improvement were used to redesign projects that incorporated new media within a contemporary pedagogical approach to schooling young people. The article discusses the change in thinking and mindset for the teacher that came about from this new learning milieu and was undertaken with a view to meet the school demands of a one electronic device per student program. This study supports educators and learning designers in developing curriculum and pedagogy that is more in line with the demands and skills of young people using social and participatory media to engage, interpret and understand their social worlds.