Action Research as Pre-Service Teacher Inquiry Physical Education.

Autor/in	Ryan, Thomas G.
Titel	Action Research as Pre-Service Teacher Inquiry Physical Education.
Quelle	In: International journal of action research, 17 (2021) 2, S. 154-170 PDF als Volltext kostenfreie Datei (1); PDF als Volltext kostenfreie Datei (2) Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	1861-9916
DOI	10.3224/ijar.v17i2.04
URN	urn:nbn:de:0168-ssoar-108279-4
Schlagwörter	Grundschule; Lehrerbildung; Lehrmethode; Curriculum; Unterricht; Aktionsforschung
Abstract	The newest Canadian Elementary Health and Physical Education (2019) provincial curricula promotes inquiry as a pedagogical mode. AR complements this inquiry mode of instruction with its grounding in experience and practice which infuses educational roles. AR as practice-based inquiry helps new educators identify and reveal resolutions; however, first a need to want to improve needs to be identified, before next steps are taken. AR has the potential to open doors of perception, trigger new insights, and cultivate teacher development within teacher training and beyond while in-service. Admittedly, teachers change, no matter how incrementally, which permeates professional development, as witnessed in over 100 years of action research drawn upon herein. Extant AR literature is grounded in the educational development of participants as they teach. Development in AR is not actually a problem needing investigation; instead it remains a possibility that needs recursive attention to ensure it exists within the training of educators globally. Herein AR is illustrated via narrative accounts that reflect experiences while teacher training in an Ontario Faculty of Education programme.
Erfasst von	GESIS - Leibniz-Institut für Sozialwissenschaften, Mannheim
Update	2026/3