TY - JOUR
T1 - Action research, pedagogy and change
T2 - The transformative potential of action research in pre-service teacher education
AU - Price, Jeremy N.
PY - 2001/1
Y1 - 2001/1
N2 - 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.
AB - 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.
UR - http://www.scopus.com/inward/record.url?scp=0012772353&partnerID=8YFLogxK
U2 - 10.1080/00220270118039
DO - 10.1080/00220270118039
M3 - Article
AN - SCOPUS:0012772353
SN - 0022-0272
VL - 33
SP - 43
EP - 74
JO - Journal of Curriculum Studies
JF - Journal of Curriculum Studies
IS - 1
ER -