ABSTRACT

This paper analyzes teachers’ motivations and expectations when engaging in action research and relates these to the process outcomes and to the broader evidence movement in education. The theoretical framework builds on research on motivations for teaching and engaging in action research. The empirical data consisted of 50 written teacher reflections completed on two occasions within the action research and teachers’ oral presentations using PowerPoint slides. The outcomes regarding individual and collegial professional learning corresponded well to the teachers’ expectations. However, the relationships with their principal, and also with the researcher, developed more than had been expected. Also, the teachers saw evidence of student/child learning in line with the intentions, but the fact that social and emotional learning was, ultimately, more visible, was unexpected. This study shows that action research, based on an evidence-informed perspective, plays an important role when teachers are building a research-based education, in a context where evidence-based teaching is promoted. Implications of this study include: the importance of establishing fair conditions for teachers’ voluntary engagement in action research; highlighting intentions in the beginning, and throughout the process, which increases the probability of achieving the expected outcomes; and promoting teacher-driven processes.

摘要

本文分析了教师在进行行动研究时的动机和期望，并将其与过程结果和更广泛的教育证据运动联系起来。理论框架建立在对教学动机和从事行动研究的研究之上。实证数据包括 50 份在行动研究中两次完成的书面教师反思和教师使用 PowerPoint 幻灯片进行的口头报告。个人和大学专业学习的结果与教师的期望非常吻合。然而，与他们的校长以及与研究人员的关系发展得比预期的要多。此外，教师们看到了学生/儿童学习符合意图的证据，但事实上，社交和情感学习最终是，更显眼，出乎意料。本研究表明，在促进循证教学的背景下，基于循证视角的行动研究在教师构建研究型教育时发挥着重要作用。本研究的意义包括：为教师自愿参与行动研究建立公平条件的重要性；在开始和整个过程中突出意图，这增加了实现预期结果的可能性；并促进教师驱动的过程。为教师自愿参与行动研究创造公平条件的重要性；在开始和整个过程中突出意图，这增加了实现预期结果的可能性；并促进教师驱动的过程。为教师自愿参与行动研究创造公平条件的重要性；在开始和整个过程中突出意图，这增加了实现预期结果的可能性；并促进教师驱动的过程。