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Using action research in middle level teacher education to evaluate and deepen reflective practice
ARTICLE

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TATE Volume 28, Number 5, ISSN 0742-051X Publisher: Elsevier Ltd

Abstract

The study examined the role of action research in promoting critical reflective thinking among twenty preservice teachers engaged in a year-long middle level program. Data from collaborative discussions, final written documents, presentations, and follow-up surveys revealed that conducting action research (a) engaged them in inquiry into their own practice, (b) was a means to reflect upon and determine ways to change their teaching practices, and (c) promoted critical reflection in a collaborative learning environment. Results underscore the importance of preservice teachers critically reflecting to gain insights into teaching and student learning as they are engaged in action research.

Citation

Hagevik, R., Aydeniz, M. & Rowell, C.G. (2012). Using action research in middle level teacher education to evaluate and deepen reflective practice. Teaching and Teacher Education: An International Journal of Research and Studies, 28(5), 675-684. Elsevier Ltd. Retrieved May 15, 2021 from .

This record was imported from Teaching and Teacher Education: An International Journal of Research and Studies on January 29, 2019. Teaching and Teacher Education: An International Journal of Research and Studies is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.tate.2012.02.006

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