Australian Journal of Teacher Education
Abstract
'Focused action research' was employed in a teacher inservice program which sought to develop a fusion between trainer-centred input and teacher-centred action research. The areas of input to teachers were learning strategies, thinking skills, questioning skills and the teaching of study skills. During the four months of this action research project of the teacher educators, teachers experienced two cycles of action research, one investigating their students' learning strategies and the second implementing a plan to improve some aspect of their students' learning - such as summary writing, remedial reading, hotseating, introducing group work, vocabulary-learning techniques - and wrote reports on their work. Although there was no evidence that the gains made transferred into the following school year the teachers both displayed and reported an increase in reflection during the project and immediately after it. Issues of sustaining transfer need to be addressed.
Recommended Citation
Perrett, G. (2003). Teacher Development Through Action Research : a Case Study in Focused Action Research.. Australian Journal of Teacher Education, 27(2). https://doi.org/10.14221/ajte.2002v27n2.1