Utilizing Action Research During Student Teaching

Abstract

Action research has been shown to be effective in a variety of ways for teachers in the classroom setting. While the focus of the action research project has primarily been at the graduate level or tailored to the needs of working professionals, we propose that it is possible to do much more for the student teacher as he or she completes the program requirements through the student teaching experience. Through the incorporation of training in methods of data collection and analysis, student teachers will stand to gain a much greater degree of insight into areas of their professional pedagogical disposition through active reflection. This will develop a reflective habit of mind that is crucial for teachers to be effective in their classrooms and adaptive to the changing needs of their students, and allow for a greater degree of professional self-efficacy and satisfaction on the part of the teachers themselves.

Taking Nothing for Granted in Management Education: A Systemic Perspective on the Role of Reflective Questioning

“…The terms 're' and 'flex' together denote a dialectical or contrasting movement, a recursive loop between an insider (subject) and an outsider (object) viewpoint (e.g., Barbre III & Buckner, 2013). The notion of reflection has been explored in terms of meta-cognition (e.g., Flavell, 1967), selfreference (e.g., Bartlett & Suber, 1987), critical thinking (e.g., Brookfield, 1988), and double-loop or reflective learning (e.g., Argyris, 1976 andBoyd & Fales, 1983;Schön, 1983 and1987).…”

Reflective Questioning in Management Education

“…Previous studies have described a variety of reflective practices among teachers or students, which are mostly confined to probing techniques and their effectiveness (Barbre & Buckner, 2013;Hatton & Smith, 1995;Jay & Johnson, 2002) and relate to only one dimension of reflective questioning. For instance, reflective metaphors, storytelling, Kelly's repertory grid, concept mapping, seminars, diaries, journals, and portfolios (e.g., El-Dib, 2007;Gray, 2007;Litvin & Betters-Reed, 2005;Scot, 2009) are well-known techniques that focus on provoking reflection.…”

Building a practice-oriented model of pre-service teacher education

“…James O. Barbre, Brenda J. Buckner (2013) emphasize the importance of critical reflection in shaping the future teacher's professionalism [20]. As a tool that triggers the process of critical reflection, "action research" is chosen, which the student implements as a part of the practice through the video recording of his own teaching experience with subsequent self-analysis; interviewing students to get feedback at the lesson; observation of the students' behaviour in the framework of events and group forms of work in terms of the chosen teaching tools correctness.…”