Treść książki
Przejdź do opcji czytnikaPrzejdź do nawigacjiPrzejdź do informacjiPrzejdź do stopki
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DanutaGabryś-Barker
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teacher’sdecisionsontextbooksandothermaterialsdependingalsoon
learningobjectivesandlearners’preferences.
Teacherautonomyreferstoalltheaspectsoftheteachingprocess
theteacherisinvolvedinatthemomentaswellashis/herfuture
professionaldevelopmentconsistingindevelopingtheabilitytoreflect
andthuscreatehis/herowntheoriesofinstruction(Freemen1992).
Freemanemphasisestheteacher’sactiveatitudetowardshis/herown
developmentandstressestheneedtoencourageandpromotewillingness
andenthusiasmfordoingone’sownresearch,theresultsofwhichwould
servetheteacher’sparticularpurposesinhis/herclassroom,which
wouldgounsolvedotherwise.Itisactionresearchwhichfulfilsthisaim
(Gabryś-Barker2006).
30Actionresearch:teacher’sresearch
Generally,actionresearchisunderstoodasteachers’individual
research.Itisdefinedmorepreciselyasresearchinitiatedbyateacher
himself/herself.Itaimstodevelopclassroomawareness:awarenessof
teachingandawarenessoflearning.Itisseenasanenquirywhichhopesto
eliminateadiagnosedproblemandwhichistoresultinchange(Kemmis
andMcTaggart1988).Assuch,ithasthreebasicfeaturesdistinguishing
itfromacademicresearch:
1.Itissituationalandcontext-grounded,byfocusingonidentifyingand
diagnosingproblemsandbydesigningandimplementingtreatment,
findingsolutionstothoseproblemsinaspecificcontextforaparticular
groupoflearnersinaparticularteaching/learningsituation.
2.Itassumescooperationbetweenteachersandalso,whichneedstobe
emphasized,betweenthelearnersinvolvedintheenquiryandthe
teacher.
3.Itbringschangeintoaclassroomwhichideallyresultsintheelimination
oratleastprogressiveminimizingofthediagnosedproblems.
Itwasstatedearlierthatthegeneralpurposeofactionresearchisto
contributetoreflectiveteachingandthusprofessionaldevelopmentof
ateacher.Tevalueofimplementingitcanbeseeninthefactthat:
—Itbringsinformationfromthefrontline.
—Learnersaresourcesofinformation.
