Using Action Research in Middle Level Teacher Education to Evaluate and Deepen Reflective Practice

Autor/inn/en	Hagevik, Rita; Aydeniz, Mehmet; Rowell, C. Glennon
Titel	Using Action Research in Middle Level Teacher Education to Evaluate and Deepen Reflective Practice
Quelle	In: Teaching and Teacher Education: An International Journal of Research and Studies, 28 (2012) 5, S.675-684 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0742-051X
DOI	10.1016/j.tate.2012.02.006
Schlagwörter	Preservice Teacher Education; Preservice Teachers; Action Research; Reflective Teaching; Instructional Improvement; Reflection; Cooperative Learning; Middle School Teachers; Followup Studies; Surveys; Educational Strategies; Instructional Effectiveness + Suchen Sie Ihr Suchwort? Lehramtsstudiengang; Lehrerausbildung; Projektforschung; Unterrichtsqualität; Kooperatives Lernen; Middle school; Middle schools; Teacher; Teachers; Mittelschule; Mittelstufenschule; Lehrer; Lehrerin; Lehrende; Follow-up studies; Kontaktstudium; Survey; Umfrage; Befragung; Lehrstrategie; Unterrichtserfolg
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. (Contains 2 tables.) (As Provided).
Anmerkungen	Elsevier. 6277 Sea Harbor Drive, Orlando, FL 32887-4800. Tel: 877-839-7126; Tel: 407-345-4020; Fax: 407-363-1354; e-mail: usjcs@elsevier.com; Web site: http://www.elsevier.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10