Effects of Collaborative Action Research on the Knowledge of Five Canadian Teacher-Researchers

Abstract

5 experienced teachers in Ontario, Canada, joined a school-university partnership to study the student evaluation practices of 13 "exemplary" teachers selected for their expertise in using cooperative learning (Phase 1). Data were collected in 2 semistructured interviews. Participation in Phase 1 of the action research left the teacher-researchers in a state of positive dissonance: dissatisfied with their evaluation methods, aware of attractive new strategies, and confident of their ability change their practice. In Phase 2 the teacher-researchers conducted inquiries in which they developed and enacted strategies for teaching students how to self-evaluate. Data sources included student surveys of attitudes toward evaluation, student focus-group interviews, individual interviews with teacher-researchers, observations of team deliberations, action research reports, and story-boards created by the teacher-researchers. Each teacher-researcher used the Phase 1 findings in different ways, with every teacher ignoring some results, modestly adapting others, and most frequently reconstructing the intent of the exemplary teachers without adopting their specific methods. The 2-phase approach to action research contributed to the knowledge base of teaching (creation of a framework for teaching self-evaluation) and to the personal practical knowledge of the teacher-researchers (how to enact the framework in their classroom) and enhanced teachers' expectations about their ability to bring about learning. These benefits might not accrue in action research projects without the involvement of teachers with average or high efficacy beliefs, collaboration in the design and analysis of the projects, or supportive university professors sharing research skills.