The Practice of collaborative learning action-research

Abstract

  We are concerned with collaborative learning action-research. The term “action-research” is defined as research in which the practitioner interprets his/her own practice not objectively but subjectively, and which he/she reflects on his/her way of thinking. Here, I deal with a kind of action-research, “frame analysis”. I define “frame” as the individual base of behavior, which is decided by one's life story.

  The purpose of this paper is to examine which collaborative learning action-research can be applied to teaching practice. To put it concretely, this study aims to clarify the process of teacher's frame altering, and to suggest new points of view to teaching practice research.

  First, I discuss 2 characteristics of collaborative learning action-research through considering previous research. ①We clarify a teachers' frame based on life-story from observing peculiar practice. ②Action-researchers do not evaluate other teachers on their performance, but understand their frame through discussion.

  Secondly, we carried out action-research, I analyzed the process of how two student teachers clarify own frames.

  Thirdly, after two years, we carried out action-research again. The result of analysis shows he/she taught along with his/her own frame, and that he/she accepted another frame, he/she reflects on her own frame, and creates a new original frame.

  Finally, as the result of the research, we may, therefore, reasonably conclude that collaborative learning action-research is effective for practice teaching. There remains a question whether two teachers conducted frame-experiment actually. We must examine how he/she conduct frame-experiment in the future.