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Action Research with Undergraduate Preservice Teachers: Emerging/Merging Voices
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- Additional Information
- Availability:
Rowman & Littlefield Education. Journal Subscriptions, 15200 NBN Way, Blue Ridge Summit, PA 17214. Tel: 800-273-2223; Fax: 800-338-4550; e-mail:
[email protected]; Web site: http://www.rowmaneducation.com
- Peer Reviewed:
Y
- Source:
10
- Intended Audience:
Teachers
- Education Level:
Higher Education
- Subject Terms:
- ISSN:
0162-6620
- Abstract:
This inquiry investigates action research as a tool to facilitate reflective practice in undergraduate preservice teachers. Typically utilized in graduate programs, action research is a viable tool for increasing preservice teachers' systematic classroom-based inquiry. This process is examined through a theoretical framework of narrative inquiry, and it utilizes a participatory design as the basis of inquiry. In this design, instructor and student are inquirers empowered to share their interpretations of the process of action research. The findings stem from a merging of the experiences of instructor and student and include recommendations for using action research with undergraduate preservice teachers, as well as suggestions for further consideration of the process.
- Abstract:
Author
- Number of References:
23
- Publication Date:
2008
- Accession Number:
EJ793755
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