Making Research (More) Real for Future Teachers: A Classroom-Based Research Model for Initial Teacher Education

Autor/inn/en	Darwin, Stephen; Barahona, Malba
Titel	Making Research (More) Real for Future Teachers: A Classroom-Based Research Model for Initial Teacher Education
Quelle	In: Educational Action Research, 31 (2023) 4, S.745-761 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Darwin, Stephen) ORCID (Barahona, Malba)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0965-0792
DOI	10.1080/09650792.2021.1980073
Schlagwörter	Action Research; Foreign Countries; Program Evaluation; Teacher Effectiveness; Correlation; Language Teachers; Preservice Teachers; Teacher Education Programs; English (Second Language); Second Language Learning; Second Language Instruction; Classroom Research; Pilot Projects; Teaching Methods; Chile + Suchen Sie Ihr Suchwort? Projektforschung; Ausland; Programme evaluation; Programmevaluation; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Korrelation; Language teacher; Sprachunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Pilot project; Modellversuch; Pilotprojekt; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	Action research is characteristically used to provide research experience for late-stage, pre-service teachers as a means of breaching the perceived divide between theoretical knowledge and contexts of practice. However, aside from the considerable methodological challenges of enacting action research itself, pre-service teachers also enter schools as 'outsiders', therefore often simultaneously struggling to make sense of both their research mission and school context. This anxiety is amplified by the characteristic relationship of action research outcomes to summative, programme-level assessment of prospective teacher capability. Following research that confirmed negative experiences of a group of late-stage, EFL pre-service teachers using action research-based projects in two Chilean universities, potential alternative methods of encouraging research practice was investigated and piloted. Based on the outcomes of this research, a new classroom-based model was designed to provide a more useful and ultimately productive research experience for pre-service teachers, particularly those in the challenging environment of EFL teaching. This model stresses the need for pre-service teachers to be offered more research autonomy, to be less 'problem' focussed and to be more actively supported in the planning and enactment of achievable research to ensure the learning outcomes sought for this type of research-based inquiry were achieved. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01