||The paper is based on a cross-case-study dealing with 20 reflective papers written within a PFL-Science course (Pedagogy and subject-specific Methodology for Science Teachers) at the University of Klagenfurt (Austria). PFL is an inservice training course for teachers of different subjects. The program is orientated towards action research and supports teachers in developing their teaching skills and updating their knowledge of the subject they teach. The participants systematically reflect their professional work and have to write case studies, which are connected to their daily work at school.
The issues of the cross-case-study were:
the starting points of the papers,
the involvement of the students in the action research process,
the kinds of research questions and
the completeness of the action research circle.
It was also interesting to find out if and how teachers describe what their increase in professional knowledge after the action research process was.
Ken Zeichner (2004) mentions dimensions of variation in educational action research such as motivation, contextual arrangements as well as questions and issues. In some of these dimensions a comparison was made between Zeichner’s conclusions and the reflective papers of the teachers.
References: Zeichner, K. (2004). Educational Action Research. In: Reason, P. & Bradbury, H. (eds.): Handbook of Action Research. Participative Inquiry and Practice. London: SAGE Publications, 273-283.