Open AccessExploring Veteran Teachers' Collaborative Action Research Experiences Through a School-University Partnership: "Old Dogs" Try New Tricks
Author(s) -
Mary Frances BuckleyMarudas,
John L. Dutton,
Charles Ellenbogen,
Grace Hui-Chen Huang,
Sarah M. Schwab
Publication year - 2021
Publication title -
the canadian journal of action research
Language(s) - English
Resource type - Journals
ISSN - 1925-7147
DOI - 10.33524/cjar.v22i1.533
Subject(s) - action research , general partnership , professional development , qualitative research , faculty development , pedagogy , practitioner research , medical education , action (physics) , participatory action research , sociology , psychology , medicine , political science , social science , physics , quantum mechanics , anthropology , law
This article shares insights from the experiences of three high school practitioners and two university faculty who participated in a school-university-based action research program as a voluntary part of the teachers’ professional development. The three high school practitioners conducted action research projects around questions that stemmed from and were relevant to their own teaching practice. As part of the action research program, the practitioners were paired with university faculty to support the research. Building on practitioner inquiry traditions and critical case study methodologies, this study used qualitative methods to explore the experiences of practitioner action research processes. Drawing on in-person meeting notes and reflective memos, four key ideas emerged: Infrastructure, We are all Partners in Education, Engaging Pathway for Experienced Teachers, and Challenges. Insights gained from this inquiry will have implications for professional practices in the areas of school-university partnership, professional development, and action research process.