Becoming a Teacher Leader through Action Research

Autor/in	Diana, Thomas J., Jr.
Titel	Becoming a Teacher Leader through Action Research
Quelle	In: Kappa Delta Pi Record, 47 (2011) 4, S.170-173 (4 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-8958
DOI	10.1080/00228958.2011.10516586
Schlagwörter	Action Research; Teaching Methods; Student Teaching; Teacher Education Programs; Beginning Teachers; Classroom Techniques; Student Teachers; Teacher Leadership; Preservice Teachers; Inservice Teacher Education; Professional Development; Research Projects; Accountability; Questioning Techniques; Teacher Effectiveness; Educational Research; Elementary Secondary Education + Suchen Sie Ihr Suchwort? Projektforschung; Teaching method; Lehrmethode; Unterrichtsmethode; Teaching practice; Unterrichtspraxis; Junior teacher; Junglehrer; Klassenführung; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Lehrerfunktionsstelle; Lehrerfortbildung; Forschungsvorhaben; Verantwortung; Befragungstechnik; Fragetechnik; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Bildungsforschung; Pädagogische Forschung
Abstract	Often, for preservice students, teacher education programs consist of a series of disjointed experiences that fail to make a connection with their fieldwork and student teaching. For example, preservice teachers typically read about how to incorporate specific teaching methods, classroom management strategies, and assessment tools into their instructional practice, but rarely get the chance to implement and research how these techniques will work in their own classrooms. There is a solution, however, that will give preservice teachers, and in-service teachers as well, the opportunity to systematically incorporate these techniques into their classrooms while investigating their usefulness. The solution is a tried-and-true professional development tool called "action research." Preservice teachers who engage in action research will develop new skills necessary to reflect on and evaluate their students' learning in addition to their own teaching practices. Action research represents one mechanism that may help the beginning teacher succeed in making the transition from being a student teacher to managing his or her own successful classroom. This article discusses what action research is and how it will help new teachers become effective teacher-leaders. (Contains 1 figure and 3 resources.) (ERIC).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10