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Action research and teacher leadership

机译：行动研究与教师领导

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摘要

The present article reports on a case study into the influence and impact of action research carried out by teachers in a special school. The action research was an important component of the two-year, post-initial, in-service course in special educational needs, provided by Fontys University of Applied Sciences, Department of Inclusive and Special Education. From the outset the case study was based on the premise that action research can be seen as a strategy for teacher leadership. Not only was it expected to help teachers to get to grips with their own work in the classroom, it was anticipated that their action research would also have an impact on the work of others in the school. We found that this was indeed the case, provided certain conditions were met.
机译：本文报道了一个案例研究，该案例研究了特殊学校教师进行的行动研究的影响和影响。行动研究是丰蒂斯应用科学大学全纳和特殊教育系提供的，为期两年的特殊教育需要的在职后两年课程的重要组成部分。从一开始，案例研究就是基于行动研究可以被视为教师领导策略的前提。不仅希望可以帮助教师掌握课堂上的工作，还可以预期他们的行动研究也将对学校其他人员的工作产生影响。我们发现，只要满足某些条件，情况确实如此。

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  • 来源
    《Professional Development in Education》 |2009年第2期|175-193|共19页
  • 作者

    Karel Smeets; Petra Ponte;

  • 作者单位

    Fontys University of Applied Sciences, the Netherlands;

    Leiden University, the Netherlands|Utrecht University of Applied Sciences, the Netherlands;

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