Action Research in educational communities with use of inquiry-based learning: theoretical framework and implications for teaching and learning in Sciences

George Polyzois, Ph.D. Teaching of Sciences and M.Ed. Educational Leadership.

Abstract

Educational research focuses, among other things, to the empowerment of the teaching staff (the improvement of their individual competence) and the formation of groups (Professional Learning Communities – PLC), so that the group work of teachers is consistent with the improvement of their personal competence. For achieving these goals, this paper suggests a theoretical framework with three axes and analyzes their interaction. The first axis of the paper documents the attributes of a Professional Learning Community. The second axis indicates how a PLC could apply the action research methodology. The third axis proceeds by incorporating in action research methodology the Inquiry based Learning (IBL) model. The main research question to be investigated is how these three methodological axes  in conjunction with each other could be at most beneficial for teachers and students delivering good learning outcomes.

Keywords: Professional Learning Communities, action research, Inquiry based Learning.

Full text available only in Greek