Using action research in middle level teacher education to evaluate and deepen reflective practice
TATE Volume 28, Number 5, ISSN 0742-051X Publisher: Elsevier Ltd
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.
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.