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:
      Preservice Teachers; Action Research; Reflective Teaching; Inquiry; Investigations; Internship Programs; Student Educational Objectives; Student Research; Experiential Learning; Preservice Teacher Education; Classroom Techniques
    • 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