The Power of Student Resistance in Action Research: Teacher Educators Respond to Classroom Challenges
Educational Action Research
The purpose of this research was to study the design and implementation of a newly developed, two‐semester, action research course in a Master of Arts in Teaching program. Over a four‐year period, we (the instructors) used action research methodologies for analysis and evaluation of the course. Throughout this study, students expressed varying reactions to the process of action research, ranging from enthusiasm and acceptance to continual and persistent reluctance to accept the process as ‘real research’. This resistance is the focus of our study. Four years of reflection on our data points to the following reasons for student resistance: lack of understanding about what action research is and its purpose; a discomfort with the emphasis of process over product and the associated investment of time and ability to multi‐task; and willingness to embrace the transformational process of action research as part of learning to teach.
Bryant, J. & Bates, J. (2010) The power of student resistance in action research: teacher educators respond to classroom challenges, Educational Action Research, 18(3), 305-318, DOI: 10.1080/09650792.2010.499742
CU Commons Citation
Bryant, Jill and Bates, Alisa, "The Power of Student Resistance in Action Research: Teacher Educators Respond to Classroom Challenges" (2010). Education Faculty Research. 9.