The Power of Student Resistance in Action Research: Teacher Educators Respond to Classroom Challenges

Autor/inn/en	Bryant, Jill; Bates, Alisa
Titel	The Power of Student Resistance in Action Research: Teacher Educators Respond to Classroom Challenges
Quelle	In: Educational Action Research, 18 (2010) 3, S.305-318 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0965-0792
Schlagwörter	Action Research; Research Methodology; Research Skills; Teacher Educators; Curriculum Implementation; Curriculum Design; Preservice Teacher Education; Resistance to Change; Educational Practices; Longitudinal Studies; Portfolio Assessment; Student Attitudes; Transformative Learning; Teaching Methods; Participant Satisfaction + Suchen Sie Ihr Suchwort? Projektforschung; Research method; Forschungsmethode; Forschungsleistung; Teacher education; Education; Lehrerausbildung; Lehrerbildung; Lehrplangestaltung; Lehramtsstudiengang; Bildungspraxis; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Portfoliobeurteilung; Schülerverhalten; Pädagogische Transformation; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	The purpose of this research was to study the design and implementation of a newly developed, two-semester, action research course in a Master of Arts in Teaching program. Over a four-year period, we (the instructors) used action research methodologies for analysis and evaluation of the course. Throughout this study, students expressed varying reactions to the process of action research, ranging from enthusiasm and acceptance to continual and persistent reluctance to accept the process as "real research". This resistance is the focus of our study. Four years of reflection on our data points to the following reasons for student resistance: lack of understanding about what action research is and its purpose; a discomfort with the emphasis of process over product and the associated investment of time and ability to multi-task; and willingness to embrace the transformational process of action research as part of learning to teach. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10