Action Research as Professional Learning for Educators

Flynn, Tara; Bruce, Catherine D.

doi:10.1002/9781119399490.ch13

Cited by 2 publications

(1 citation statement)

References 35 publications

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“…Professional values address moral aspects such as teachers' care and responsibility for students, fairness and integrity [14][15][16][17], their dealing with their own prejudices, and the Educ. Sci.…”

Section: The Refined Consensus Model Of Pck (Rcm)mentioning

confidence: 99%

Using the Plan–Teach–Reflect Cycle of the Refined Consensus Model of PCK to Improve Pre-Service Biology Teachers’ Personal PCK as Well as Their Motivational Orientations

Behling¹,

Förtsch²,

Neuhaus³

2022

Education Sciences

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In this article, we analyse how to improve pre-service biology teachers’ pPCK (personal Pedagogical Content Knowledge), professional values and motivational orientations in the field of academic and scientific language. On the basis of the theory of the Refined Consensus Model of PCK (RCM), we made a two-month quasi-experimental intervention study with 32 pre-service biology teachers. As a treatment, we trained the participants in the Plan–Teach–Reflect Cycle of enacted PCK in a school class, in the framework of a seminar. In the control group, the teaching of the cycle was replaced by presentations of their lesson plans. As dependent variables, we analysed participants’ pPCK, professional values and motivational orientations. Our results showed an increase in pre-service biology teachers’ pPCK (F(1,28) = 3.51, p = 0.04, part. η² = 0.11, d = 0.70) and motivational orientations (F(1,23) = 29.68, p < 0.01, part. η² = 0.56, d = 2.26) in both groups, but no effects on participants’ professional values. The teaching experience in a school class strengthened the effects both in participants’ pPCK (F(1,28) = 2.92, p = 0.04, part. η² = 0.10, d = 0.67) and motivational orientations (F(1,23) = 7.64, p < 0.01, part. η² = 0.25, d = 1.15). We recommend integrating the use of the Plan–Teach–Reflect Cycle of ePCK into science teacher education programmes.

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Section: The Refined Consensus Model Of Pck (Rcm)mentioning

confidence: 99%

Using the Plan–Teach–Reflect Cycle of the Refined Consensus Model of PCK to Improve Pre-Service Biology Teachers’ Personal PCK as Well as Their Motivational Orientations

Behling¹,

Förtsch²,

Neuhaus³

2022

Education Sciences

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Inner Ear: A tool for individualizing sound-focused aural skill acquisition

Tsabary¹,

Savage²,

Ogborn

et al. 2019

Journal of Music, Technology &Amp; Education

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Inner Ear is a browser-based aural training software designed to improve and better understand the process and means through which students acquire sound-focused aural skills. Its ongoing development follows educational principles established through years of research with undergraduate music students who major in electroacoustic studies, beginning in 2005. It provides users with ongoing detailed feedback about their performance, areas that need additional work, and an accessible notepad for students to record their insights during practice. It collects data on users’ performance and settings that can later be analysed and shared with their instructor. The design of Inner Ear follows insights that emerged in students’ feedback, provided mostly in home practice reports. Primary among these insights are the needs for individualizable practice environments, diversified exercises, speedy and informative feedback and progress evaluation methods.

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Action Research as Professional Learning for Educators

Cited by 2 publications

References 35 publications

Using the Plan–Teach–Reflect Cycle of the Refined Consensus Model of PCK to Improve Pre-Service Biology Teachers’ Personal PCK as Well as Their Motivational Orientations

Using the Plan–Teach–Reflect Cycle of the Refined Consensus Model of PCK to Improve Pre-Service Biology Teachers’ Personal PCK as Well as Their Motivational Orientations

Inner Ear: A tool for individualizing sound-focused aural skill acquisition

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