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Details for article 8 of 10 found articles
| Title: |
The lack of action research:1 the case for Hong Kong |
| Author: |
Li, Wai Shing Yu, Wai Ming Lam, Tak Shing Fok, Ping Kwan |
| Appeared in: |
Educational action research |
| Paging: | Volume 7 (1999) nr. 1 pages 33-50 |
| Year: |
1999-03 |
| Contents: |
Action research facilitates professional development (Stenhouse, 1975). Facilitating teachers to learn from their own experience and improve their practice by action research is an important means to teacher empowerment and autonomy (Ebbutt & Elliott, 1985; McKernan, 1991). The idea of action research, however, has never been well-received in Hong Kong (Kwan, 1993), nor is the idea explicitly supported as a sound practice for practitioners in the local context by officials and administrators until very recently (Board of Education, 1997). The article tries to construct a comprehensive explanation for the lack of action research in Hong Kong, identifying and explaining the contributing factors. These negative elements are interrelated and operate ecologically in the education system. The authors conceive four levels of barrier, namely, policy, system, professional and individual, with nine major types of possible restrictions. These possible restrictions include, for example, the legacy of colonial administration (Morris & Marsh, 1992), oriental cultural factors (Cheng, 1990; Bond, 1991) and epistemological restrictions (Kincheloe, 1991). It is argued that if the lack of action research is properly understood, relevant and genuine support can be given to practitioners to carry out action research and school-based reforms. |
| Publisher: |
Routledge |
| Source file: |
Elektronische Wetenschappelijke Tijdschriften |
Details for article 8 of 10 found articles
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