Action Research with Undergraduate Preservice Teachers: Emerging/Merging Voices

Autor/inn/en	Carboni, Lisa Wilson; Wynn, Susan R.; McGuire, Colleen M.
Titel	Action Research with Undergraduate Preservice Teachers: Emerging/Merging Voices
Quelle	In: Action in Teacher Education, 29 (2007) 3, S.50-59 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0162-6620
Schlagwörter	Preservice Teachers; Action Research; Reflective Teaching; Inquiry; Investigations; Internship Programs; Student Educational Objectives; Student Research; Experiential Learning; Preservice Teacher Education; Classroom Techniques + Suchen Sie Ihr Suchwort? Projektforschung; Untersuchung; Berufspraktische Ausbildung; Studentenforschung; Experiental learning; Erfahrungsorientiertes Lernen; Lehramtsstudiengang; Lehrerausbildung; Klassenführung
Abstract	This inquiry investigates action research as a tool to facilitate reflective practice in undergraduate preservice teachers. Typically utilized in graduate programs, action research is a viable tool for increasing preservice teachers' systematic classroom-based inquiry. This process is examined through a theoretical framework of narrative inquiry, and it utilizes a participatory design as the basis of inquiry. In this design, instructor and student are inquirers empowered to share their interpretations of the process of action research. The findings stem from a merging of the experiences of instructor and student and include recommendations for using action research with undergraduate preservice teachers, as well as suggestions for further consideration of the process. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10