Action Research with Undergraduate Preservice Teachers: Emerging/Merging Voices

Carboni, Lisa Wilson; Wynn, Susan R.; McGuire, Colleen M.

doi:10.1080/01626620.2007.10463460

Cited by 17 publications

(11 citation statements)

References 16 publications

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“…Simultaneously, graduate degree programs for teachers have evolved to include complete programs or course work to address the needs of these new positions. Consistent with the trend of expanding the application of action research methods beyond discrete courses, the literature includes manuscripts that describe action research as an element in the preparation of teacher leaders and mentors at the graduate level (Carboni, Wynn, and McGuire 2007;Crocco, Faithfull, and Schwartz 2003;Evans, Lomax, and Morgan 2000;Shosh and Zales 2007). Lieberman and Miller (2004) propose that there are three specific roles for teacher leaders: as researchers of their own practice; as scholars with work disseminated in the field; and as mentors.…”

Section: Action Research As Reflective Practicementioning

confidence: 95%

“…Immersion in the literature of pedagogical fields and content areas is an essential component in developing action researchers who become or are teacher leaders (Carboni, Wynn, and McGuire 2007;Dana and Yendol-Hoppey 2014;Turner 2010). It is essential that teachers see how the research they are doing fits into the larger context of their content fields and that they be able to make connections between their inquiry questions and the published work of other teacher leaders.…”

Section: Action Research As Reflective Practicementioning

confidence: 99%

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Action research in graduate teacher education: a review of the literature 2000–2015

Vaughan

Burnaford

2015

Educational Action Research

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This review explores the goals and challenges as well as the policy and programmatic implications of action research in graduate teacher education as evidenced in the published literature. This literature review looks specifically at how action research is being used in graduate teacher education programs as a content area and as a methodology in manuscripts published between 2000 and 2015. The literature suggests that adaptation of action research in graduate programs has evolved beyond the one-course model to an integrative theoretical and practical approach. The treatment of action research with respect to 'traditional' research in the academy is also discussed. Three goals for action research in graduate teacher education emerged from the review: action research as reflection; action research as participatory, critical inquiry; and action research as preparation for teacher leadership.

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Section: Action Research As Reflective Practicementioning

confidence: 95%

Section: Action Research As Reflective Practicementioning

confidence: 99%

Action research in graduate teacher education: a review of the literature 2000–2015

Vaughan

Burnaford

2015

Educational Action Research

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“…It encompasses the many ways in which professionals step back from their practice in order to contemplate, understand, and improve it (Hewson et al, 1999). With these goals in mind, AR is increasingly being adopted by preservice teacher education programmes (Carboni, Wynn, & McGuire, 2002;Zambo & Zambo, 2007).…”

Section: Temi and The Pre-service Science Teacher As Researchermentioning

confidence: 99%

Teaching enquiry with mysteries incorporated: The benefits of involving pre-service teachers

McManus

O’Dwyer²,

Childs³

et al. 2015

LUMAT

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TEMI, Teaching Enquiry with Mysteries Incorporated, is an EU-funded FP7 Science in Society project running from 2013 to 2016. The project aims to encourage science teachers to develop an understanding of inquiry-based learning as well as developing an understanding of the benefits of utilising such approaches in one's classroom. Drawing on the 5E learning cycle, TEMI aims to engage pupils in core scientific concepts through the integration of mysteries and discrepant events in science lessons. This current discussion paper explores the approaches taken by the UL project team, one of the partners in the project, to bring about change in Irish second-level science teaching, as part of the TEMI project. In particular, it focuses on the unique aspect of this institution's approach, which is the involvement of pre-service science teachers (PSST's) in the project. The role of PSSTs in the project is explored under three main headings: "TEMI and the PSST as researcher", "TEMI and professional learning communities" and "TEMI and PSST's collaboration with co-operating teachers". The paper concludes with a discussion on the benefits of involving PSSTs in the TEMI project.A recent study, conducted by the Organisation of Economic Co-operation and Development (OECD, 2009), found that Irish teachers valued direct transmission teaching

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“…CUREs involve students in use of scientific practices, discovery of new knowledge or insights, relevant work with impact beyond the classroom setting, collaboration with others, and iterative processes building new knowledge on existing (Auchincloss et al, 2014). CURE benefits may include improved research literacy skills (Cuthbert et al, 2012), greater understanding of and confidence about research (Carboni et al, 2007;Olimpo et al, 2016), plans to use research in their careers (Shaban et al, 2015), higher student retention rates (Kerr & Yan, 2016), excitement about conducting "real-world" research (Cuthbert et al, 2012), changes in attitude and world views (Riley et al, 2006;Russell et al, 2015), and improved understanding of course material and how research could improve practice (Chase et al, 2017;Olimpo et al, 2016). Originally conducted in science courses , CUREs are now used in music therapy education Dvorak et al (2020).…”

Section: Introductionmentioning

confidence: 99%

Student music stimuli composition in a scaffolded course-based undergraduate research experience

Dvorak

Hernández-Ruiz

Nick

et al. 2020

DMTE

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Course-based undergraduate research experiences (CURE) allow students opportunities to develop research skills. In a scaffolded CURE, music therapy and music education students composed, evaluated, and selected the music stimuli used in a music and mindfulness study with non-musicians at Site 1 and musicians at Site 2. The purposes of this paper are to (a) describe the process of student music stimuli composition and evaluation for use in a course-based undergraduate research experience and (b) identify benefits, challenges, and lessons learned from the viewpoints of students, graduate assistants, and faculty who participated in the multi-site study. Eight students, two graduate assistants, and two faculty provide an overview of the CURE teaching model and assignments, and share first-person accounts of their experiences participating in this CURE.

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Action Research with Undergraduate Preservice Teachers: Emerging/Merging Voices

Cited by 17 publications

References 16 publications

Action research in graduate teacher education: a review of the literature 2000–2015

Action research in graduate teacher education: a review of the literature 2000–2015

Teaching enquiry with mysteries incorporated: The benefits of involving pre-service teachers

Student music stimuli composition in a scaffolded course-based undergraduate research experience

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