| Summary: | The directive for "action" to sustain the quality of human
life parallels "action research" in education to improve the
quality of learning experiences in schools. The purpose of the
study was to provide insight and understanding into the features
of a team of intermediate teachers interacting in the development
of a school-based curriculum project, the Winter Studies Program,
in support of environmental education.
The case study is an analysis of teacher discourse. It had
the aims of: one, illuminating the dynamic features of dialogue
that characterized teacher interactions and the processes of
change in curriculum development; two, examining the support
system and organizational structures that enabled change; and
three, reflecting on collaborative action research as a process
for professional development. Within a framework of systematic
inquiry, data collection included video and audio recordings of
teacher team meetings, fieldnotes, and reflection journals.
The findings suggest that teacher discourse is characterized
by three dynamic features: commonality of understanding of praxis,
narratives of experience, and tension. In the establishment of a
Professional Support Group teachers interact collaboratively to
develop curriculum and in so doing, develop professionally. A
support system, inclusive of organizational structures, creates
opportunities for change. The study concludes that action research
empowers individuals, through reflective inquiry, to change their
praxis or the structures that influence their praxis. === Education, Faculty of === Curriculum and Pedagogy (EDCP), Department of === Graduate
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