Accessibility navigation


Teachers’ action research in a culture of performativity

Cain, T. and Harris, R. (2013) Teachers’ action research in a culture of performativity. Educational Action Research, 21 (3). pp. 343-358. ISSN 1747-5074

[img]
Preview
Text - Accepted Version
· Please see our End User Agreement before downloading.

317kB

It is advisable to refer to the publisher's version if you intend to cite from this work. See Guidance on citing.

To link to this item DOI: 10.1080/09650792.2013.815039

Abstract/Summary

In a culture of performativity, action research offers teachers an opportunity to step back and reflect on their practice. This paper reports on a collaborative project carried out between a university and a secondary school in England, in which the university staff supported an action research project within the school. Five school teachers volunteered to engage in this project. They were given an introduction to action research and were assigned a university researcher to support them. Despite the common input and a common school culture, the teachers engaged in very different models of action research. This article reports on two teachers whose approaches were dissimilar. It examines these differences and suggests that they can be explained by considering the teachers’ different responses to a performativity culture.

Item Type:Article
Refereed:Yes
Divisions:Faculty of Arts, Humanities and Social Science > Institute of Education > Improving Equity and Inclusion through Education
ID Code:37660
Uncontrolled Keywords:teacher research, performativity, emancipatory, technical, action research
Publisher:Taylor & Francis

Downloads

Downloads per month over past year

University Staff: Request a correction | Centaur Editors: Update this record

Page navigation