Epistemological Shift in Empowering Teachers’ Action: Three Action Research Case Studies
Document Type
Conference Presentation
Publication Date
4-14-2012
Abstract
This phenomenlogical case study focused on the effects of conducting action research on a White teacher, an African American teacher and a Latina teacher, enrolled in a graduate program in curriculum and instruction. These teachers reported gains that span beyond epistemological shifts, through skills’ acquisition, improved professional development, shifts in teacher identity, to a strong sense of empowerment. The significance of this study calls for educators at all levels to conduct action research as an empowering tool for epistemological shifts, acquisition of complex skills, professional development and positive changes in confidence and self-efficacy. These are empowering tools that push knowledge forward toward purposeful leadership in classroom practice with a stronger sense of commitment toward emancipatory action.
Recommended Citation
Bersh, L. C. (2012, April 13-17). Epistemological shift in empowering teachers’ action: Three action research case studies [Paper presentation]. American Educational Research Association (AERA) National Conference, Vancouver, British Columbia, Canada.
