Action research in initial teacher education: an explorative study  

Oleh:

Ax, Jan ; Ponte, Petra ; Brouwer, Niels

Jenis: Article from Journal
Dalam koleksi: Educational Action Research vol. 16 no. 01 (Mar. 2008), page 55–72.
Topik: Action Research; Initial Teacher Education; Curriculum Development; Professional Development
Fulltext: 165770__790639929.pdf (111.17KB)

Isi artikel

The aim of the study was to describe students’ and teacher educators’ practical experience with action research and to identify a number of special points for consideration (opportunities and limitations) which could play a role in putting research into practice in concrete terms in the courses. Students and teacher educators on three Dutch initial teacher education programmes which treat action research as both a means of professional development and a necessary professional qualification were involved. These were programmes for specific teaching levels and subjects in Dutch schools. Four special points for consideration are identified: action research and the educational core qualifications of the profession; difference between action research by student teachers during their initial education and experienced teachers in their own workplace; students’ mixed experiences and perceptions of research; and embedded researchbased activities in the programme. The authors conclude that action research should be considered from different perspectives: as a professional approach, a body of skills that is needed to make the connection between knowing that and knowing why; and as a way of improving practice by systematically building up practice-based knowledge.

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