Action research, pedagogy and change: The transformative potential of action research in pre-service teacher education

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Abstract

Although action research is recognized as an important tool in promoting reflective practice and educational change, little has been written about what it would mean for pre-service teachers to engage in action research. I examine 11 pre-service teachers’ experiences of action research and unravel ways in which they made connections among pedagogy, research, and change. I contend that crafting an action-research course needs careful deliberation, because its content can powerfully influence the shape of teaching practice. I explain four critical components of such a course: reflection and inquiry; learning about students; learning about pedagogical content knowledge; and learning about social justice and democracy. Through a close study of three teacher candidates' action-research studies, I show how they used this framework as a springboard to develop and enhance their commitments, ideas, and practices as beginning teachers.

Original languageEnglish
Pages (from-to)43-74
Number of pages32
JournalJournal of Curriculum Studies
Volume33
Issue number1
DOIs
StatePublished - Jan 2001

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