CHOPPED-POT SITUATION IN TEACHERS DEVELOPMENT VIA ACTION RESEARCH TECHNIQUES IN CYBER ERA

Authors

  • Jiří Kropáč Palacký University Olomouc

DOI:

https://doi.org/10.17770/sie2021vol1.6442

Keywords:

action research, teachers’ development, teaching & learning, self-reflection, university preparation

Abstract

Chopped-pot (chop pot) is a poker term and a critical opening metaphor for this article. Applied action research steps and these extensions are necessary for practice during a pandemical situation in unstable and challenging teaching at universities in Czechia. Forms of teaching, personal contact and process of monitoring students’ results have changed dynamically. Mass influence of pandemic situation stopped actions at schools and many institutions all over the world. In Czechia, there has been transferred all practical and cognitive (theoretical) subjects to cyberspace. Due to the lack of government information, public fear and low digital literacy level, students have been learning in virtual classes and individual consultations. Many of them have lost contact with their critical practice and opportunities to transfer their knowledge into the school environment. We tried to modify classical action research approaches to new conditions in cyberspace and use it for pre-service and teachers’ innovation from an innovative perspective. In the methodological part, there is research presented from a full semester of gradual teachers’ development. The constructed research tool was tested in virtual conditions and monitored activities and the progress of development in teachers’ self-reflection for their future daily practice. The mixed design of research tools and a combination of the postproduction process of data open scientific feedback for their subjective inquiries in the individual personal development of educational staff in Czechia via action research model.

Author Biography

  • Jiří Kropáč, Palacký University Olomouc
    Assistant Professor

References

Bill, D. (1998). The dearing inquiry into United Kingdom higher education and the role of lifelong learning in the learning society. Research in Post-Compulsory Education, 3(3), 279–296. https://doi.org/10.1080/13596749800200037

Burnes, B. (2004). Kurt Lewin and the Planned Approach to Change: A Re-appraisal. Journal of Management Studies, 41(6), 977–1002. https://doi.org/10.1111/j.1467-6486.2004.00463.x

Edwards-Groves, C., Grootenboer, P., & Wilkinson, J. (Eds.). (2018). Education in an Era of Schooling: Critical perspectives of Educational Practice and Action Research.

A Festschrift for Stephen Kemmis. Singapore: Springer. https://doi.org/10.1007/978-981-13-2053-8

Greenwood, D. J., & Levin, M. (2008). The Future of Universities: Action Research and the Transformation of Higher Education. In P. Reason & H. Bradbury, The SAGE Handbook of Action Research: Participative Inquiry and Practice (2, pp. 211–226). London: SAGE.

Janík, T. (2004). Akční výzkum jako cesta ke zkvalitňování pedagogické praxe.

In J. Maňák & V. Švec, Cesty pedagogického výzkumu,1. Brno: Paido.

Kropáč, J. (2020). Právní výzvy informačních technologií pro učitele 21. Století (1).

Olomouc: Vydavatelství UP. https://doi.org/10.5507/pdf.20.24458601

Kropáč, J., & Chudý, Š. (2019). OUTLIERS OF ACTION RESEARCH – THE IDENTITY CONSTRUCT OF FUTURE TEACHERS. SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference, 1(0), 290–299. https://doi.org/10.17770/sie2019vol1.3942

MZČR. (2020). Onemocnění aktuálně: Přehled aktuálních informací o nemocech v České republice. https://onemocneni-aktualne.mzcr.cz/pes

Nezvalová, D. (2002). Akčním výzkumem k zlepšení kvality školy. E-Pedagogium, 2(4),

–12.

Palacký University. (2020). COVID-19 – information and measures. Palacký University Olomouc. Retrieved from https://www.upol.cz/en/covid-19/

Reason, P., & Bradbury, H. (2008). The SAGE Handbook of Action Research: Participative Inquiry and Practice. London: SAGE. https://dx.doi.org/10.4135/9781473921290

Richterová, B., Seberová, A., Kubíčková, H., Sekera, O., Cisovská, H., & Šimlová, Ž. (2020). Akční výzkum v teorii a praxi, 1. Ostrava: Pedagogická fakulta Ostravské univerzity.

Teddlie, C., & Tashakkori, A. (2012). Common “Core” Characteristics of Mixed Methods Research: A Review of Critical Issues and Call for Greater Convergence. American Behavioral Scientist, 56(6), 774–788. https://doi.org/10.1177/0002764211433795

EU. (2016). Regulation 2016/679 of the European Parliament and of the Council of 27 April 2016 on the protection of natural persons with regard to the processing of personal data and on the free movement of such data, and repealing Directive 95/46/EC (General Data Protection Regulation) (Text with EEA relevance), Pub. L. No. 32016R0679, 119 OJ L Retrieved from http://data.europa.eu/eli/reg/2016/679/oj/eng

Waite, D. (1995). Rethinking Instructional Supervision: Notes On Its Language And Culture

(1st ed.). London: Routledge. https://doi.org/10.4324/9780203697023

Walterová, E. (1995). Akční výzkum v podmínkách české školy. Český pedagogický výzkum

v současných společenských podmínkách. Sborník z 3. Conference ČAPV., 26–29. Retrieved from http://capv.cz/index.php/cz/1995/57-sborniky-capv/archiv-sborniku/1995/1745-akcni-vyzkum-v-podminkach-ceske-skoly

Downloads

Published

2021-05-28