Action Research and Project Approach: Journey of an Early Childhood Pre-Service Teacher and a Teacher Educator

Autor/inn/en	Wastin, Ellie; Han, H. Sophia
Titel	Action Research and Project Approach: Journey of an Early Childhood Pre-Service Teacher and a Teacher Educator
Quelle	In: Networks: An Online Journal for Teacher Research, 16 (2014) 2, Artikel 7 (13 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2470-6353
Schlagwörter	Action Research; Preservice Teacher Education; Preschool Teachers; Kindergarten; Questioning Techniques; Classroom Techniques; Inquiry; Preschool Children; Video Technology; Reflection; Feedback (Response); Knowledge Level; Self Esteem; Hands on Science; Experiential Learning; Internship Programs; Teacher Educators + Suchen Sie Ihr Suchwort? Projektforschung; Lehramtsstudiengang; Lehrerausbildung; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Befragungstechnik; Fragetechnik; Klassenführung; Pre-school age; Preschool age; Child; Children; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Wissensbasis; Self-esteem; Selbstaufmerksamkeit; Experiental learning; Erfahrungsorientiertes Lernen; Berufspraktische Ausbildung; Teacher education; Education; Lehrerbildung
Abstract	The purpose of this article is to share an action research study conducted by an early childhood pre-service teacher in a Kindergarten classroom. There were dual goals for this action research: (a) to enhance preservice teacher's questioning and classroom management strategies, and (b) to enhance Kindergarten children's scientific inquiry and knowledge. A teacher guided mini-project approach was adopted as a main instructional methodology for a "Rain and Water Cycle" project. Using video, we documented self-reflection and feedback. Through this experience, the pre-service teacher gained both knowledge and confidence. At the same time, the Kindergarten children took an active role in investigating the "Rain and Water Cycle" through a variety of hands-on learning experiences. Based upon children's work samples and other documentation, it was evident that their cognitive growth and learning, especially who were typically performing at the below grade level, was extensive. Challenges and possibilities related to pre-service teacher action research within the early childhood teacher preparation programs are shared. Ideas for adopting action research frameworks to reconceptualize early field internships are also discussed. (As Provided).
Anmerkungen	New Prairie Press, Kansas State University Libraries. 137 Hale Library, Manhattan, KS 66506. e-mail: nppress@ksu.edu; Web site: http://newprairiepress.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2018/2/04