Discomfort as a Means of Pre-Service Teachers' Professional Development--An Action Research as Part of the "Research Literacy" Course

Autor/inn/en	Amir, Aliza; Mandler, Daphna; Hauptman, Sara; Gorev, Dvora
Titel	Discomfort as a Means of Pre-Service Teachers' Professional Development--An Action Research as Part of the "Research Literacy" Course
Quelle	In: European Journal of Teacher Education, 40 (2017) 2, S.231-245 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0261-9768
DOI	10.1080/02619768.2017.1284197
Schlagwörter	Preservice Teacher Education; Action Research; Literacy Education; Class Activities; Correlation; Pedagogical Content Knowledge; Classroom Techniques; Teacher Orientation; Faculty Development; Teaching Methods; Experiential Learning; Workshops; Cooperative Learning; Discourse Analysis; Statistical Analysis; Qualitative Research; Foreign Countries; Israel + Suchen Sie Ihr Suchwort? Lehramtsstudiengang; Lehrerausbildung; Projektforschung; Korrelation; Pädagogische Kompetenz; Klassenführung; Teacher; Teachers; Orientation; Lehrer; Lehrerin; Lehrende; Orientierung; Teaching method; Lehrmethode; Unterrichtsmethode; Experiental learning; Erfahrungsorientiertes Lernen; Lernwerkstatt; Schulung; Kooperatives Lernen; Diskursanalyse; Statistische Analyse; Qualitative Forschung; Ausland
Abstract	This paper focus on defining a research question while conducting action research among third-year students attending a course on Research Literacy at a teacher education college. This paper discusses the process of preparing for and conducting action research among third-year students attending a course on Research Literacy at a teacher education college. The students were asked to conduct an action research on their classroom activities. The aim of this article is to present the process and pinpointing the discomfort of the students in formulating a research question suited to action research thanks to two prerequisite conditions: the "safe space" and the "tender spot." The research findings illustrate that the students had difficulty defining their "tender spot." It was necessary to create a "safe space." Furthermore, the findings show that the "tender spot" issues were associated with disciplinary content far more than with generic lesson management or classroom management issues. The approach discussed here is leading to positive change and it may be that this professional development tool can facilitate the induction of novice teachers everywhere. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01