Literaturnachweis - Detailanzeige
| Autor/in | Price, Jeremy N. |
|---|---|
| Titel | Action research, pedagogy and change: the transformative potential of action research in pre-service teacher education. |
| Quelle | In: Journal of curriculum studies, 33 (2001) 1, S. 43-74Infoseite zur Zeitschrift |
| Sprache | englisch; englische Zusammenfassung |
| Dokumenttyp | gedruckt; Zeitschriftenaufsatz |
| ISSN | 0022-0272 |
| Schlagwörter | Schule; Schulkultur; Lehrerausbildung; Lehrerverhalten; Lehrer-Schüler-Interaktion; Lehren; Praxiserfahrung; Berufsanfänger |
| 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. The author examines 11 pre-service teachers' experiences of action research and unravel ways in which they made connections among pedagogy, research, and change. The author contends that crafting an action-research course needs careful deliberation, because its content can powerfully influence the shape of teaching practice. Four critical components of such a course are explained: 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, the author shows how they used this framework as a springboard to develop and enhance their commitments, ideas, and practices as beginning teachers. (Abstract vom Verlag übernommen). |
| Erfasst von | IPN - Leibniz-Institut für die Pädagogik der Naturwissenschaften und Mathematik an der Universität Kiel |
| Update | 2002_(CD) |
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