Implementing Action Research in a Teacher Preparation Program: Opportunities and Limitations

Autor/in	Black, Glenda L.
Titel	Implementing Action Research in a Teacher Preparation Program: Opportunities and Limitations
Quelle	In: Canadian Journal of Action Research, 21 (2021) 2, S.47-71 (25 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1925-7147
Schlagwörter	Action Research; Teacher Education Programs; Program Implementation; Preservice Teachers; Teacher Educators; Teaching Experience; Student Experience; Teacher Attitudes; Student Attitudes + Suchen Sie Ihr Suchwort? Projektforschung; Teacher education; Education; Lehrerausbildung; Lehrerbildung; Studienerfahrung; Lehrerverhalten; Schülerverhalten
Abstract	Action research has the potential to reconstruct schools into professional learning communities that are able to identify educational issues and develop appropriate solutions for 21st century learning. Increasingly, teacher education programs are providing action research experiences to encourage analytical thinking and problem-solving skills (Darling-Hammond, 2009, 2012). The purpose of this study was to critically examine the experiences of the teacher educator and teacher candidates involved in the implementation of an action research component over four years in a revised consecutive initial teacher preparation program. A case study design using action research methodology was used in the research, which provided the tools to explore a complex phenomenon within its context: the implementation of an action research assignment in a core course in a teacher preparation program. The perceptions of the faculty teaching the course and the teacher candidates (n=544) in each of the four years provided insight into challenges, benefits, and lessons learned. The discussion centers on the implementation of action research in a compulsory course in a teacher education program; identifying opportunities and limitations settled into four main categories: structural incongruence, reflection, growth, and recommendations. (As Provided).
Anmerkungen	Canadian Association for Action Research in Education. 260 Dalhousie Street Suite 204, Ottawa, ON KIN 7E4, Canada. Tel: 705-474-3450; Fax: 705-474-1947; e-mail: cjar@nipissingu.ca; Web site: http://journals.nipissingu.ca/index.php/cjar/issue/archive
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01