Traditional Classrooms Transformed into Modern School Environments through Collaborative Action Research
International Journal of Elementary Education
Volume 3, Issue 3, June 2014, Pages: 58-64
Received: Apr. 17, 2014;
Accepted: May 20, 2014;
Published: Jun. 10, 2014
Views 2921 Downloads 317
Kapachtsi Venetia, Department of Early Childhood Education, University of Thessaly, Volos, Greece
Kakana Domna-Mika, Department of Early Childhood Education, University of Thessaly, Volos, Greece
Collaborative teaching approach has confused teachers in Greece, who although generally argue in favour of this, however, state that they are unable to incorporate it into their daily teaching practice. Thus, collaborative action research, as a form of training, has been implemented to a group of teachers in order improvement to be achieved. The opinions and feelings of the participants are presented in the following article. Analyzing the facilitator’s observation notes and the participants’ interviews seems that action research has triggered a change in pupils’ learning process. Additionally, teachers exchanged ideas, expressed themselves without hesitation and adopted innovations. According to the researcher, teachers’ hard and lonely work is supported through the collaborative action research. This kind of training focuses on their needs, takes place at their own school, while the member of the University and the researcher undertake the support work. With this effort, the classroom can be transformed into a modern school environment, more active, experiential and collaborative one.
Traditional Classrooms Transformed into Modern School Environments through Collaborative Action Research, International Journal of Elementary Education.
Vol. 3, No. 3,
2014, pp. 58-64.
Ambrose, D., Lang, K. & Grothman, M. (2007). Streamlined reflective action research for creative instructional improvement. In Educational Action Research, 15, (1), pp. 61-74.
Angelides, P., Evangelou, M. & Leigh, J. (2005). Implementing a collaborative Model of Action Research for Teacher Development. In Educational Action Research, 13, pp. 275-290.
Bagakis, G, De-mertzi, K, & Stamatis, Th (ed.) (2007). A School Learns. Self-evaluation of a school under the program Carpe Vitam. Leadership for Learning [in Greek]. Athens: Livani.
Bagakis, G. (2005). Self-assessment of the school unit. From the work of Joseph Solomon on current efforts in Greece and beyond [in Greek]. Athens: Metaixmio
Bustingorry, S.O. (2008). Towards teachers’ professional autonomy through action research. In Educational Action Research, 16, (3), pp. 407-420.
Calhoun, E.F. (1993). Action research: Three approaches. In Educational Leadership, 51, (2), pp. 62-65.
Caro- Bruce, C. & McCreadie, J. (1994). Action Research in one School District. In Elementary School Journal, 95, (1), pp. 33-40.
Carr, W. & Kemmis, S. (1986). Becoming Critical: Education, Knowledge and Action Research, London: Falmer Press.
Carr, W. & Kemmis, S. (1997). For a critical educational theory. Education know-ledge and action research, [in Greek] (A. Lampraki –Paganou, transl.). Athens: Kodi-kas
Christenson, M. (2002). The rocky road of teachers becoming action researchers. In Teaching and Τeacher Education, 18, pp.259-272.
DEPPS (2003). Greek Cross Thematic Curriculum Framework for Compulsory Education (issue B, nr 303/13-03-03 & 304/13-03-03) [in Greek]. Pedagogical Institute http://www.pi-schools.gr/programs/depps/
Didahou, E., Bagakis, G., Loumakou, M., Pomonis, M., Valmas, F. (2009, November). Teachers’ self-education and professional development: An example through cooperation between preschool and primary teachers on children’s transition. Paper presented to the 33rd Collaborative Action Research Network (CARN) International Conference, Athens.
Emmer, Ε. Τ., & Gerwels, M. C. (2002). Cooperative learning in elementary classrooms: Teaching practices and lesson characteristics. The Elementary School Journal, 103, 75-91.
Giroux, H. (1992). Border Crossings. Cultural Workers and the Politics of Education, New York, Routledge.
Helstad, K. (2009, Novem-ber). Teacher learning at the Workplace. In what ways do expert participants contribute to the processes of knowledge building. Paper presented to the 33rd Collaborative Action Research Network (CARN) International Conference, Athens.
Iosifides, Th. (2003). Analysis of qua-litative data in the social sciences [in Greek]. Athens: Kritiki Publishing.
Johnson, D.W., Johnson, R.T., & Stanne, M.B. (2000). Cooperative learning methods: A meta-analysis. Retrieved from May 25, 2013, http://www.tablelearning.com/uploads/File/EXHIBIT-B.pdf
Joyce, B. (1991). The doors to school improvement. In Educational Leadership, 48, (8), pp. 59-62.
Kakana, D.M. (2008). Collaborative teaching and learning: Theoretical approach and educational prospects [in Greek]. Thessaloniki: Kiriakidi Bros.
Kakana, D.-Μ. & Bot-soglou, Κ. (2010). In-service teacher’s reform from the traditional model to cooperative teaching and learning through the process of action research In D. Germanos & Μ. Kanatsouli (ed.), Mod-ern Pedagogical Approaches in preschool and primary school education, [in Greek]. Thessaloniki: University Studio Press
Kapachtsi, V. (2011). School unit self-evaluation. A developmental process, [in Greek].Thessaloniki: Kiriakidi Bros.
Kemmis, S. (2006). Participatory action research and the public sphere. In Educational Action Research, 14, (4) pp 459-476.
Kemmis, S. (2009, November).What is to be done? The place of action research. Paper presented to the 33rd Collaborative Action Research Network (CARN) International Confe-rence, Athens.
Lally, V. & Scaife, J. (1995). Towards a Collaborative approach to Teachers’ Empowerment. In British Educational Research Journal, 21, (3), pp. 323-337.
MacBeath, J. (2001). The school self-evaluation. Utopia and practice. (Ch. Doukas & Ζ. Polimeropoulou, tranl. In greek) [in Greek]. Athens: Ellinika Grammata.
MacGilchricst, Βarbara, Myers Kate. & Jane Reed (2004). The intelligent school. Sage Publications
Mason, J. (2003) Conducting qualitative research (ed. Ν. Kiriazi) [in Greek]. Athens: Ellinika Gramma-ta.
Matsaggouras, E. (2005). Professionalism and profession development. In G. Bagakis, (ed). Training and professional development of the educator, [in Greek]. Athens: Metaix-mio.
Milovic, S. & Cain, T. (2009, November). Action research as a tool for professional development of advisers and teachers in Croatia. Paper presented to the 33rd Collaborative Ac-tion Research Network (CARN) International Conference, Athens.
Salleh, H. (2006). Ac-tion research in Singapore education: constraints and sustainability. In Educational Action Re-search, 14, (4), pp. 513-523.
Smylyan, L. (1987). Collaborative Action Research: A Critical Analysis. In Peabody Journal of Education, 64, (3), pp. 57-70.
Vermeulen, D., Tordoir, A. & Kroon, H. (2009, November). Double loop learning in the Double Loop of Action Research School improvement as action Research. Paper presented to the 33rd Collaborative Action Research Network (CARN) International Conference, Athens.