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  • 1. UNIVERSITY OF CALDAS DOCTORATE PROGRAM IN SCIENCES AND EDUCATION RUDECOLOMBIA And MASTER DEGREE PROGRAM EDUCATIONAL RESEARCH SEMINAR 2006
  • 2.
    • EDUCATIONAL RESEARCH
    • BY: JOSEFINA QUINTERO CORZO. PHD
    • (U Antioquia-U Caldas. 2001)
  • 3.
    • The meaning of action research.
    • The crucial role of reflective teachers in the quality of education.
    • The function of educational research in the teacher training programs.
    • The relationship between pedagogical practice and research processes at school.
    • The need to train the new teacher to be a ‘problem solver’ in a changing world.
    • The traditional dilemma: “to work as a teacher it is enough to have a wide set of technical procedures without research training.
    PROBLEM AREA
  • 4.  
  • 5. THE SCHOOL: SOURCE OF KNOWLEDGE
  • 6.  
  • 7. EPISTEMIC PARADIGMS
    • IDEALISM
    • RATIONALIST
    • EMPIRISM
    • EXPERIMENTALISM
    • NATURALISM
    • PRAGMATISM
    • INDUCTIVE REASONING
    • CRITICAL APPOACH
    • REFLECTIVE / TRANSFORMATIVE APPROACH
    • PHENOMENOLOGY
    • COMPREHENSIVE PARADIGM
    INSTRUMENTS
  • 8. Kemmis and McTaggart, 1998 THE INTROSPECTIVE SPIRAL
  • 9.  
  • 10. ACTION RESEARCH IS...
    • Ideas-in-action
    • The study of a social situation with a view to improving the quality of action.
    • A form of collective self-reflective inquiry undertaken by participants in order to improve the productivity, rationally, and justice of their own social and educational practices.
    • To provide a way of working which links theory and practice.
    • To produce active knowing which will preserve and enhance this capacity and this power.
    • Trying out ideas in practice as a means of improvement and as a means of increasing knowledge about the curriculum, teaching, and learning.
    • The result is improvement in what happens in the classroom and school, and better articulation and justification of the educational rationale for what goes on.
  • 11. THE CYCLE OF ACTION RESEARCH To improve what is already happening To act to implement the plan To observe the effects of action in the context in which it occurs To reflect on these effects as a basis for further planning, subsequent action, through a succession of cycles.
  • 12. A GENERAL IDEA A DIFFICULT PROBLEM REQUIRING SOLUTION PLANNING HOW TO SOLVE THE PROBLEM ACTING A FIELD EXPERIMENT. IMPLEMENATION OF A STRATEGIC PLAN OBSERVING COLLECTING DATA. AN EVALUATION OF THE ACTION. APPROPRIATE METHODS AND TECHNIQUES REFLECTING REGARDING THE EFFECTIVENESS OF ACTION. REFLECTING ON THE RESULTS AND ON THE WHOLE PROCESS Identification of a new problem and a new cycle Lewin, 1946. S T E P S OF ACTION-RESEARCH
  • 13. PEDAGOGICAL KNOWLEDGE Recognizing real contexts Decision-M aking Solving problems Improving teaching practice
    • QUESTIONS ¿?
    • OBSERVATION
    • TAKING NOTES
    • RECOGNIZING REAL CONTEXTS
    • ANALYSIS
    • REFLECTION
    • INTERPRETATION
    • DECISION-MAKING
    • PLAN
    • ACTION- EXPERIMENTS
    • WRITING
    • SOLVING PROBLEMS
    • RESTARTING THE CYCLE
    ACTION - RESEARCH CYCLE
  • 14. QUESTIONS If teacher-trainees transfer the reflective action-research cycle into their classrooms… Will they improve and change their action as educators? … Will they be able to produce pedagogical knowledge? ?
  • 15.
    • To introduce a new potential of young teachers in the Licenciatura Program to the concept and practice of action-research in order to improve and qualify their action as educators.
    • Young teacher-trainees will be able to transfer the action research cycle to real situations in their field of practice.
    • To transform into a more reflective process, the educational practice, in order to promote pedagogical knowledge and to improve decision making by teacher-trainees and advisors.
    PURPOSES
  • 16. NAIVE IDEAS ABOUT RESEARCH PROJECTS
    • Initial enthusiasm
    • Anxiety, patience and acceptance
    • Research problems obssession
    • Time management
    • Separation of previous training and the field of practice
    • Sophistication in terminology and procedures
    • Long-term questions
    • Excessive data collection
    • Constant changes in research projects
  • 17. KEEPING A DIARY Instruments.doc
  • 18. LEVELS OF THE DIARY DESCRIPTIVE LEVEL INTERPRETATIVE LEVEL REFLECTION LEVEL -ACTION PLAN
    •  
    • Topic: The Diary.
    • Date:_____
    • OBSERVER:____________
    •  
    •  
    •   
    •  
    •  
    • Sitting around the table, I began the seminar at 2:30 p.m. On the table was the material: The readings, definitions of a diary, a list of some methodological instructions, samples of diaries, teacher’s and students’ notebooks...
    I consider that the diary is definitely a fundamental tool in the process or learning action-research methodologies... It is necessary to begin the diary in order to give the teacher-trainees confidence and freedom to write their experiences. They will grow as observers. Note-taking improve.
  • 19. MY DIARY Transcripts - Diary.doc
  • 20. “ It is the written production coming up from teachers´ reflected experience.” “ Teaching, learning, and education are the distinctive features of every teacher. There is the genesis of pedagogical knowledge.” (Quintero, 2001. Doctoral Dissertation. U Antioquia-U Caldas) PEDAGOGICAL KNOWLEDGE Evidences
  • 21.
    • Action Research contributions to educational practice
    • Deeper comprehension of school reality
    • Capability of deeper analysis of classroom situations
    • Creativity to report observations and analysis of data
    • Reflective and assertive decision-making processes
    • More critical analysis and conclusions of pedagogical issues
    • Coherence in the way of thinking, feeling, and acting.
    • Scientific competences:
    • -Writing skills, questions -Observation, taking notes
    • -Recognizing real contexts, -Analysis, Reflection, interpretation
    • -Action plans- experiments
    • - -Solving problems
    FINDINGS
  • 22. CONCLUSIONS
    • Teachers are in the ideal position to improve (transform) the environment, context or conditions in which their practice takes place.
    • Research necessarily has an impact on the educational processes: New methodologies, new evaluation methods, new teaching strategies, etc. are taken into the classroom.
    • The competences of observing, questioning, describing, taking notes, interpreting, reflecting, planning, acting, and writing should become part of the routine of every teacher.
    • Action-research process is intended to promote professional maturation of beginning teachers.
    • Educational reforms should include Action-Research.
  • 23. THANKS !