Action Research in Pre-Service Teacher Education: Is There Value Added?

Autor/in	Lattimer, Heather
Titel	Action Research in Pre-Service Teacher Education: Is There Value Added?
Quelle	In: i.e.: inquiry in education, 3 (2012) 1, Artikel 5 (26 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2154-6282
Schlagwörter	Action Research; Preservice Teachers; Value Added Models; Preservice Teacher Education; Teacher Education Programs; Classroom Techniques; Instructional Effectiveness; Teaching Methods; Mixed Methods Research; Comparative Analysis; College Graduates; Graduate Surveys; Elementary School Teachers; Secondary School Teachers; Interviews; California + Suchen Sie Ihr Suchwort? Projektforschung; Lehramtsstudiengang; Lehrerausbildung; Klassenführung; Unterrichtserfolg; Teaching method; Lehrmethode; Unterrichtsmethode; Hochschulabsolvent; Hochschulabsolventin; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Interviewing; Interviewtechnik; Kalifornien
Abstract	This paper examines the value added by engaging pre-service teacher candidates in action research. At a time when teacher preparation programs are under pressure to respond to state and national assessments, extend field experiences, and meet other external demands, what added benefits are gained from also requiring action research from the candidates? The study uses a mixed methods approach to compare graduates from two programs, one that does require action research and one that does not. Findings indicate that although there is little added benefit in relation to knowledge and skills, action research does strengthen candidates' dispositions toward effective classroom practice. (As Provided).
Anmerkungen	Center for Practitioner Research at National Louis University. 122 South Michigan Avenue, Chicago, IL 60603. Tel: 800-443-5522 x2277; e-mail: digitalcommons@nl.edu; Web site: https://digitalcommons.nl.edu/ie/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01