Rethinking teacher action research as Bildung: a phenomenological approach to professional development

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dc.contributor.author Kim, Jeong-Hee
dc.date.accessioned 2013-11-07T22:42:18Z
dc.date.available 2013-11-07T22:42:18Z
dc.date.issued 2013-11-07
dc.identifier.uri http://hdl.handle.net/2097/16759
dc.description.abstract In this article, I engage in exploring how teacher action research can be theorized as professional development that contributes to the teacher’s ongoing, ontological growth as a being and a professional. I approach teacher action research from an interpretive phenomenological perspective to understand the meaning of teachers’ lived experiences of conducting action research. The purpose of this research is to rethink teacher action research as Bildung, a phenomenological approach to professional development that explores the process of the teacher’s growth that is constantly evolving and becoming. By focusing on five teachers’ lived experiences of conducting action research in their classrooms, I delve into how teacher action research contributes to the teacher’s Bildung, the human way of cultivating process of the self as a teacher. en_US
dc.language.iso en_US en_US
dc.relation.uri http://www.doi.org/10.1080/00220272.2012.702224 en_US
dc.rights This is an electronic version of an article published in the Journal of Curriculum Studies, 45(3), 379-393. Journal of Curriculum Studies is available online at: http://www.tandfonline.com/doi/abs/10.1080/00220272.2012.702224#.UnK_x3DktLA en_US
dc.subject Teacher action research en_US
dc.subject Philosophical hermeneutics en_US
dc.subject Bildung en_US
dc.subject Professional development en_US
dc.subject Phenomenology en_US
dc.title Rethinking teacher action research as Bildung: a phenomenological approach to professional development en_US
dc.title.alternative Teacher action research as Bildung: An application of Gadamer’s philosophical hermeneutics to teacher professional development en_US
dc.type Article (author version) en_US
dc.date.published 2013 en_US
dc.citation.doi 10.1080/00220272.2012.702224 en_US
dc.citation.epage 393 en_US
dc.citation.issue 3 en_US
dc.citation.jtitle Journal of Curriculum Studies en_US
dc.citation.spage 379 en_US
dc.citation.volume 45 en_US
dc.contributor.authoreid jhkim en_US


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