Effects of a Long-Term
Participatory Action Research
Project on Science Teachers’
Professional Development

Ingo Eilks; Silvija Markic

doi:10.12973/ejmste/75196

Effects of a Long-Term Participatory Action Research Project on Science Teachers’ Professional Development

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Ingo Eilks ¹ ^* , Silvija Markic ¹

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¹ University of Bremen, Bremen, GERMANY^* Corresponding Author

Abstract

This paper describes the potential of long-term co-operation between science educators and science teachers concerning the teachers’ continuous professional development, based on Participatory Action Research in science education. The discussion is based on a sixyear case study observing a group of about ten German chemistry teachers by chemistry educators from the university. Substantial changes in teachers’ professional habits and views were found. These findings will be theoretically framed within the Pedagogical Content Knowledge (PCK) debate, a model representing three different modes of action research and the Interconnected Model of Teachers’ Professional Growth (IMTPG). The following discussion will provide an explanation of the changes in the teachers’ professional attitudes and views. This is based on a description of overcoming the participatory approach by addressing essential elements of teacher emancipation. Consequences for classical approaches of in-service teacher training are discussed.

Keywords

Participatory Action Research
PCK
IMTPG-model
teachers’ professional development
participation/emancipation

License

This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

EURASIA J Math Sci Tech Ed, Volume 7, Issue 3, 2011, 149-160

https://doi.org/10.12973/ejmste/75196

Publication date: 21 Jun 2011

Article Views: 2683

Article Downloads: 2002

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How to cite this article

APA

Eilks, I., & Markic, S. (2011). Effects of a Long-Term Participatory Action Research Project on Science Teachers’ Professional Development. Eurasia Journal of Mathematics, Science and Technology Education, 7(3), 149-160. https://doi.org/10.12973/ejmste/75196

Vancouver

Eilks I, Markic S. Effects of a Long-Term Participatory Action Research Project on Science Teachers’ Professional Development. EURASIA J Math Sci Tech Ed. 2011;7(3):149-60. https://doi.org/10.12973/ejmste/75196

AMA

Eilks I, Markic S. Effects of a Long-Term Participatory Action Research Project on Science Teachers’ Professional Development. EURASIA J Math Sci Tech Ed. 2011;7(3), 149-160. https://doi.org/10.12973/ejmste/75196

Chicago

Eilks, Ingo, and Silvija Markic. "Effects of a Long-Term Participatory Action Research Project on Science Teachers’ Professional Development". Eurasia Journal of Mathematics, Science and Technology Education 2011 7 no. 3 (2011): 149-160. https://doi.org/10.12973/ejmste/75196

Harvard

Eilks, I., and Markic, S. (2011). Effects of a Long-Term Participatory Action Research Project on Science Teachers’ Professional Development. Eurasia Journal of Mathematics, Science and Technology Education, 7(3), pp. 149-160. https://doi.org/10.12973/ejmste/75196

MLA

Eilks, Ingo et al. "Effects of a Long-Term Participatory Action Research Project on Science Teachers’ Professional Development". Eurasia Journal of Mathematics, Science and Technology Education, vol. 7, no. 3, 2011, pp. 149-160. https://doi.org/10.12973/ejmste/75196