Open AccessSupervisor Facilitation of Action Research: Fostering Teacher Inquiry
Author(s) -
Rachel Solis,
Stephen P. Gordon
Publication year - 2019
Publication title -
journal of practitioner research
Language(s) - English
Resource type - Journals
ISSN - 2379-9951
DOI - 10.5038/2379-9951.4.2.1114
Subject(s) - supervisor , action research , action (physics) , curriculum , facilitation , perception , pedagogy , psychology , medical education , medicine , political science , physics , quantum mechanics , neuroscience , law
This study was conducted at a Central Texas private school that offers a full curriculum exclusively for students with dyslexia. A supervisor facilitated fifty members of the school’s teaching faculty as they engaged in voluntary, long-term action research at the individual and team levels to address authentic problems of practice. The study examined the types of inquiry undertaken by the teachers as well as their perceptions of the supervisory support for, impact of, and ways to improve action research at their school. The authors conclude that the supervisor facilitating action research needs to provide ongoing support to teachers engaged in the research, while emphasizing the need for a systematic approach, data-based decision making, continuous cycles of reflection and action, and collegial dialogue among teachers.