Action Research, Pedagogy and Change: The Transformative Potential of Action Research in Pre-Service Teacher Education
Document Type
Article
Publication Date
1-1-2001
Journal / Book Title
Journal of Curriculum Studies
Abstract
Although action research is recognized as an important tool in promoting reflective practice and educational change, little has been written about what it would mean for pre-service teachers to engage in action research. I examine 11 pre-service teachers’ experiences of action research and unravel ways in which they made connections among pedagogy, research, and change. I contend that crafting an action-research course needs careful deliberation, because its content can powerfully influence the shape of teaching practice. I explain four critical components of such a course: reflection and inquiry; learning about students; learning about pedagogical content knowledge; and learning about social justice and democracy. Through a close study of three teacher candidates' action-research studies, I show how they used this framework as a springboard to develop and enhance their commitments, ideas, and practices as beginning teachers.
DOI
10.1080/00220270118039
MSU Digital Commons Citation
Price, Jeremy, "Action Research, Pedagogy and Change: The Transformative Potential of Action Research in Pre-Service Teacher Education" (2001). Department of Teaching and Learning Scholarship and Creative Works. 19.
https://digitalcommons.montclair.edu/teaching-learning-facpubs/19