Can an Outsider Become an Insider? Analysing the Effect of Action Research in Initial EFL Teacher Education Programs

Autor/inn/en	Darwin, Stephen; Barahona, Malba
Titel	Can an Outsider Become an Insider? Analysing the Effect of Action Research in Initial EFL Teacher Education Programs
Quelle	In: Educational Action Research, 27 (2019) 5, S.709-725 (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	10.1080/09650792.2018.1494616
Schlagwörter	Action Research; English (Second Language); Second Language Instruction; Second Language Learning; Foreign Countries; Practicums; Teacher Education Programs; Student Teachers; Teaching Methods; Theory Practice Relationship; Teacher Attitudes; Supervisors; Epistemology; Political Influences; Chile + Suchen Sie Ihr Suchwort? Projektforschung; English as second language; English; Second Language; Englisch als Zweitsprache; Fremdsprachenunterricht; Zweitsprachenerwerb; Ausland; Practicum; Praktikum; Praktika; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Teaching method; Lehrmethode; Unterrichtsmethode; Theorie-Praxis-Beziehung; Lehrerverhalten; Erkenntnistheorie; Political influence; Politischer Einfluss
Abstract	Action research methodology is commonly used in initial teacher education programmes as a pedagogical strategy to enhance student teacher learning. Action research is most often used in tandem with school-based practicum components in the latter stage of programmes as a means of bridging the theory-practice divide. It is also frequently used as a capstone assessment to assure prospective teacher capability for reflective inquiry. The study reported here focuses on the perspectives of teachers who were recent graduates of two initial English language teacher education programmes in Chile, who had undertaken action research projects as part of their degree programme. It also engaged the university-based supervisors who had overseen this work. These experiences are analysed in the context of the guiding epistemological and political foundations of action research. The outcomes of this research suggest that the use of action research in initial teacher education contexts may be more problematic than it is often assumed; particularly, where student teachers' work is professionally isolated. From this, it is suggested that action research in initial teacher education needs to be conscious of potential constraints in school-based contexts, as these may act to limit the current and prospective impact of this learning experience. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01