Pedagogical inquiry through group interaction : a case of high school science teachers doing action research
Espinet, Mariona (University of Georgia)
Yeany, Russell H. dir. (University of Georgia)
Capie, William R. col. (University of Georgia)
Goetz, Judith P. col. (University of Georgia)
Steffe, Leslie P. col. (University of Georgia)
Cooney, Thomas J. col. (University of Georgia)

Imprint:	Athens : University of Georgia, 1989
Abstract:	This dissertation is composed of five connected, although independent, papers on related aspects of Pedagogical Inquiry Through Group Interaction. The first two papers provide theoretical contributions to the understanding of the relationship between action and thought. "The Representation of Teachers' Mental World" reviews research methodologies and studies on teachers ' implicit theories, beliefs and knowledge. This review highlights the basic epistemological assumptions and concepts used by researchers to represent teachers' mental world. The second paper, "Action, Thought, and Interaction Across Some Logical, Philosophical, Psychological and Social Psychological Approaches", reviews some of the most influential theories of action. These include Dewey 's Philosophy of Inquiry, Practical Problem Solving, Soviet Theory of Activity, Genevan Constructivist Psychology, Symbolic Interactionism, and Action Science (Schon 's Reflective Practitioner). This review attempts to delineate the basic concepts of action, thought and interaction set forth by these theories, and to synthesize the basic problems in conceptualizing the dynamic relationship between thought and action. The next papers investigate three related aspects of the pedagogical inquiry undertaken by a group of action researchers, consisting of two high school science teachers and an outsider/ researcher. "Homework For Conceptual Change: The Intellectual Journey of a Group of High School Science Teachers Doing Action Research", is the collective narration of what was learned during the action research process. This paper provides a space for teachers' voices and shows some of the main intellectual difficulties in inquiring into teachers' own pedagogical problems. "The Functional, Emotional and Symbolic Dimensions of Researcher's Interventions within Action Research" studies the researcher's role within action research, through analysis of researcher discourse. The influences on researcher interventions of the task and of the group participation structure are also investigated. The fifth and final paper, "Teachers' Pedagogical Inquiry through Group Interaction", studies the process, content, and structure of teachers' pedagogical inquiry conversations. The influence of interaction on change in teachers' pedagogical inquiry is also discussed.
Rights:	Aquest document està subjecte a una llicència d'ús Creative Commons. Es permet la reproducció total o parcial, la distribució, la comunicació pública de l'obra i la creació d'obres derivades, fins i tot amb finalitats comercials, sempre i quan es reconegui l'autoria de l'obra original.
Language:	Anglès
Document:	Tesi doctoral
Subject:	Action Research ; Pedagogical Problem Solving ; Teacher Thinking ; Discourse Analysis ; Teacher Development

Adreça alternativa:: https://openscholar.uga.edu/record/27957

313 p, 14.4 MB

The record appears in these collections:
Research literature > Doctoral theses