Collaborative research as an approach to foster teacher development, teachers’ production of knowledge and changes in school practices

Educational Action Research

Volumn 7, Issue 3, 1999, Pages 385-398

  Garrido, Elsa ^a   Pimenta, G S ^a   Moura, O M ^a   Fusari, M F R ^a  

^a UNIVERSITY OF SÃO PAULO   (Brazil)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 85054364431     PISSN: 09650792     EISSN: 17475074     Source Type: Journal    
DOI: 10.1080/09650799900200097     Document Type: Article

References (22)

1. Bachelard, G., 1928. Essai sur la connaissance aproxée, Paris: Vrin.
2. Baird, J. R., and Mitchell, I. J., 1994. Improving the Quality of Teaching and Learning: an Australian case study the PEEL Project, Melbourne: Monash University Printing Services.
3. Baird, J. R., and Northfield, J. R., 1995. Learning from the PEEL Experience, Melbourne: Monash University Printing Services.
4. Baird, J. R., Mitchell, I. J., and Northfield, J. R., 1987. Teachers as Researchers: the rationale; the reality. Research in Science Education, 17: 129–138.
5. Baird, J. R., Fenshan, P. J., Gunstone, R. F., and White, R. T., 1991. The Importance of Reflection in Improving Science Teaching and Learning. Journal of Research in Science Teaching, 28 (2): 163–182.
6. Bakhtin, M., 1990. The Dialogic Imagination, Austin: University of Texas Press.
7. Bakhtin, M., 1995. Marxismo e filosofia da linguagem, São Paulo: Hucitec.
8. Elliott, J., 1993a. “ Professional Education and the Idea of a Practical Educational Science ”. In Reconstructing Teacher Education, Edited by: Elliott, J., London: Falmer Press.
9. Elliott, J., 1993b. “ The Relationship Between ‘Understanding’ and ‘Developing’ Teachers’ Thinking ”. In Reconstructing Teacher Education, Edited by: Elliott, J., London: Falmer Press.
10. Freire, P., 1970. Pedagogia do oprimido, Rio de Janeiro: Paz e Terra.
11. Garrido, E., and Carvalho, A. M.P., Classroom Discourse: epistemological and didactic change. Proceedings of the 9th World Congress of Comparative Education Societies. July1996, Sydney. Available through Netscape http: www.edfac.usyd.edu.au/projects/wcces/wcces.html
12. Garrido, E., and Carvalho, A. M.P., 1998. La reflexió sobre la pràctica en la qualificació e la formació inicial del professor. Temps d'Educació (Universitat de Barcelona), 20: 327–347.
13. Hollingsworth, S., 1989. Prior Beliefs and Cognitive Change in Learning to Teach. American Educational Journal, 26 (2): 160–190.
14. Kemmis, S., 1993. La formación del professor y la creación y extensión de comunidades críticas de professores. Investigación en la Escuela, 19: 1–15.
15. Kincheloe, J. L., 1997. A formação do professor como compromisso político. Porto Alegre: Artes Médicas (Original English edition: Toward a Critical Politics of Teacher Thinking: mapping the postmodern. Westport: Greenwood Publishing Group, 1993(
16. Nóvoa, A., 1992a. “ Para uma análise das instituições escolares ”. In As organizações escolares em análise, Edited by: Nóvoa, A., Lisboa: Dom Quixote.
17. Nóvoa, A., 1992b. Os professores e sua formação, Lisboa: Dom Quixote.
18. Schön, D. A., 1987. Educating the Reflective Practitioner, San Francisco: Jossey-Bass Publishers.
19. Schön, D. A., 1992. “ Formar Professores como profissionais reflexivos ”. In Os Professores e sua Formação, Edited by: Nóvoa, A., Lisboa: Dom Quixote.
20. Shor, I., and Freire, P., 1990. Medo e ousadia: o cotidiano do professor, Rio de Janeiro: Paz e Terra. (Original English edition: Critical Teaching and Everyday Life)
21. Zeichner, K. M., 1993. A formação reflexiva de professores: idéias e práticas, Lisboa: Educa.
22. Zeichner, K. M., 1995. Beyond the divide of teacher research and academic research. Teachers and Teaching: theory and practice, 1: 153–172.