Skip to main content

Teacher action research as Bildung: An application of Gadamer’s philosophical hermeneutics to teacher professional development

Buy Article:

$47.50 plus tax (Refund Policy)

Teacher action research seeks to bring together action, reflection, theory, and practice; and it is acknowledged as a way to value and honour teachers’ practical knowledge. The purpose of this article is to conceptualize teacher action research as Bildung, applying Gadamer’s philosophical hermeneutics as a theoretical framework. Based on five teachers’ lived experiences of conducting action research in their classrooms, this study explores how teachers go through the process of the development of the self as a teacher, furthering themselves as professionals through action research. It aims at understanding the role of action research as Bildung, one’s inner process of formation and cultivation of self, to shed light on teacher professional development as a hermeneutical and ontological practice.
No Reference information available - sign in for access.
No Citation information available - sign in for access.
No Supplementary Data.
No Article Media
No Metrics

Keywords: Bildung; philosophical hermeneutics; professional development; teacher action research

Document Type: Research Article

Publication date: 2013-06-01

More about this publication?
  • Access Key
  • Free content
  • Partial Free content
  • New content
  • Open access content
  • Partial Open access content
  • Subscribed content
  • Partial Subscribed content
  • Free trial content
Cookie Policy
Cookie Policy
Ingenta Connect website makes use of cookies so as to keep track of data that you have filled in. I am Happy with this Find out more