Action research as a school-based strategy in intercultural professional development for teachers
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Other documents of the author: Sales Ciges, Auxiliadora; Traver-Martí, Joan Andrés; García López, Rafaela
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Show full item recordcomunitat-uji-handle:10234/9
comunitat-uji-handle2:10234/8017
comunitat-uji-handle3:10234/8616
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http://dx.doi.org/10.1016/j.tate.2011.03.002 |
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Title
Action research as a school-based strategy in intercultural professional development for teachersDate
2011Publisher
ElsevierISSN
0742-051XBibliographic citation
Teaching and Teacher Education (Jul. 2011), vol. 27, no. 5, p. 911-919Type
info:eu-repo/semantics/articlePublisher version
http://www.sciencedirect.com/science/article/pii/S0742051X11000291Subject
Abstract
Teacher professional development is a key factor for transforming professional and school culture. This article describes a case study undertaken in a Spanish school during the 2007–2008 academic year. Our aim is to ... [+]
Teacher professional development is a key factor for transforming professional and school culture. This article describes a case study undertaken in a Spanish school during the 2007–2008 academic year. Our aim is to explain how action research methodology was applied to encourage professional and school culture towards an intercultural and inclusive approach. Our results show that the training process challenged teachers’ pre-existing deficit theory perspectives and empowered them as leaders for school change. The conclusions identify the key factors that enabled teachers to engage in critical reflection, and to implement strategies for collaborative work and community participation in school. [-]
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© 2011 Elsevier Inc. All rights reserved
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