Action Research as a Bridge Between Pre-Service Teacher Education and In-Service Professional Development for Students and Teacher Educators

Autor/inn/en	Smith, Kari; Sela, Orly
Titel	Action Research as a Bridge Between Pre-Service Teacher Education and In-Service Professional Development for Students and Teacher Educators
Quelle	In: European Journal of Teacher Education, 28 (2005) 3, S.293-310 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0261-9768
Schlagwörter	Teacher Educators; Preservice Teachers; Action Research; Preservice Teacher Education; Professional Development; Reflective Teaching; Questionnaires; Student Attitudes; Student Journals; Learning Processes + Suchen Sie Ihr Suchwort? Teacher education; Education; Lehrerausbildung; Lehrerbildung; Projektforschung; Lehramtsstudiengang; Fragebogen; Schülerverhalten; Studentenzeitung; Learning process; Lernprozess
Abstract	The first part of this paper describes the rationale for and process of engaging student teachers in action research during the fourth and final year of their teacher education, which is also their first year as teachers (induction year). During this year the novice teachers are engaged in an action research project as a compulsory assignment in the course "Teacher as researcher". The objective of the course is to provide novice teachers with reflective tools for systematic examination of their work as teachers. The second part of the paper documents the learning process of the teachers of the course (which can also be viewed as action research), since we jointly planned the course, engaged in reflective dialogues with the students and among ourselves and systematically examined our work by personal diary writing and inviting informal and more formal (questionnaire) feedback from the students. The process of our action research is documented in this paper, whereas the product is hopefully implemented in teaching a better course and in more effective support of our students. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10