Principals and teachers as partners in critical,participatory action research |
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| Authors: | Rhonda Nixon |
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| Institution: | 1. Department of Elementary Education, University of Alberta, Edmonton, Alberta, CanadaRhonda.nixon@ecsd.net |
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| Abstract: | AbstractThis article reports on a two-year study of one principal’s professional learning practices in ‘Transform,’ a professional learning program in Edmonton Catholic Schools, Alberta, Canada. Transform was designed to be a bottom-up, morally-oriented professional learning approach in which principals and teachers worked as partners on critical, participatory action research projects. This article examines the research question ‘How are principals shifting from technically- to morally-oriented professional learning practices in their schools?’ and explores one theme – co-creating social spaces for risk-taking – to illustrate how principals shifted from being managers of teachers’ learning to being partners with teachers in researching and refining classroom practices. |
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| Keywords: | Critical participatory action research professional learning teachers’ inservice education teachers’ professional learning praxis |
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