Action research for preservice teachers: A description of why and how

Teacher research and British Columbia's curricular instructional experiment: implications for educational policy

“…Teacher research -the 'systematic, intentional inquiry by teachers' (Lytle and CochranSmith 1990: 85) into their craft -has received considerable attention of late 5 in the works of Bissex and Bullock (1987), Cole (1989), Elbaz (1991), Elliott (1990), Ellwood (1991), Gomez (1990), Gore and Zeichner (1990), Goswami and Stillman (1987), Hustler et al (1986), Lampert (1985), McNiff (1988), Miller (1990), Mohr and MacLean (1987), Myers (1987), Oja and Smulyan (1989), Rorschach and Whitney (1986), Ross (1987), Rudduck (1985), Rudduck and Hopkins (1985), Strieb, (1985), Tabachnick and Zeichner (1991), Downloaded by [Temple University Libraries] at 00:19 20 November 2014…”

Deepening our Understanding of Praxis : Teacher educators' reflections on action research

“…An essential part of action research occurred during that one class periodÐ deeper understanding. Although avoiding controversial topics might not be necessary in every context, Ross's (1987) cautions against critical change agency are well taken. Teacher educators must be prepared to help students analyze possibilities for change within their own, speci® c school context.…”

İngi̇li̇zce Öğretmenli̇ği̇ Bölümü Öğrenci̇leri̇ni̇n Perspekti̇fi̇nden Bi̇r Ders Tabanli Bi̇li̇msel Toplanti Deneyi̇mi̇

“…"When teachers, leaders, and schools become 'research engaged' in the sense of research into practice, they generate and mobilize professional knowledge, value both academic and tacit knowledge, and empower the professionalism of teachers and leaders" (Dimmock, 2014, p. 45). Thus, pre-service teachers need to be trained to understand research and its purposes better in order to be able to understand research and apply scientific findings into their teaching, and even participate in research themselves (Ross, 1987).…”