Affiliation:
1. University of Florida, USA
Abstract
The systematic, intentional study by teachers of their own classroom practice is critical for powerful professional development. Action research, or practitioner inquiry, provides teachers with a vehicle to engage in this professional development in order to raise teacher voices in educational reform and capture and share the knowledge generated by teachers within their classrooms. The quality of any piece of action research completed by a practitioner inquirer is directly related to the coaching s/he receives in the process, but the scope and reach of teacher educators' action research coaching is often constrained by limitations of time and space. Extending the coaching of action research to online environments may provide possibilities for negotiating challenges of time and space and enhance both the quantity and quality of the teacher educator's action research coaching opportunities. The purpose of this chapter is to explore online tools that can facilitate distance action research coaching.
Reference34 articles.
1. Kurt Lewin and the Origins of Action Research
2. A review of benefits and limitations of online learning in the context of the student, the instructor and the tenured faculty.;S.Appana;International Journal on E-Learning,2008
3. A school district-based action research program in the United States;C.Caro-Bruce;The SAGE handbook of educational action research,2009