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Search Results for 'Action research' (Keyword)
176 items found 1 / 18 Go to page 
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1   |   From section Research Methods
Action Research in Graduate Teacher Education: A Review of the Literature 2000–2015
This literature review aims to investigate the goals and challenges as well as the policy and programmatic implications of action research in graduate teacher education. Specifically, this review looks at how action research is being used in graduate teacher education programs as a content area and as a methodology. The authors conclude that this review has discussed the trends and challenges in teacher education programs with respect to the integration of action research. They have categorized the literature in terms of three themes that have characterized the goals and related structures for action research in graduate programs within teacher education.
Publication Year: 2016    |    Updated in ITEC: January 11, 2018
2   |   From section Research Methods
Action Research Networks: Role and Purpose in the Evaluation of Research Outcomes and Impacts
This article discusses the research regarding the formation and role of networks, and factors to consider when assessing the impact and outcomes of a network. It also looks at the connections between networks and action research (AR), and moves to a focus on the Evaluative Study of Action Research (ESAR), currently in its first stages, and outlines four levels of networks associated with the study. Finally, this article provides an early formative analysis with regard to the impact and outcomes of the ESAR team as a network to date. The authors conclude that the ESAR network provides evidence of each factor of well-functioning networks. Formative evaluations will continue for how the team network functions, as well as how each of the networks that develop functions as the research is undertaken.
Publication Year: 2016    |    Updated in ITEC: September 27, 2017
3   |   From section ICT & Teaching
Digital Participatory Pedagogy: Digital Participation as a Method for Technology Integration in Curriculum
This participatory action research demonstrates how teachers' technological pedagogical knowledge might combine with a participatory stance to encourage students to design and carry out content-focused projects. Findings indicate that teachers struggle with how to assess new literacies, especially participatory digital literacies that engage learners in collaborative and innovative ways.
Publication Year: 2016    |    Updated in ITEC: August 14, 2017
4   |   From section Instruction in Teacher Training
Blogging with Pre-service Teachers as Action Research: When Data Deserve A Second Glance
This longitudinal action research study reflects on the ways blogging can further promote culturally relevant discussions explored in face-to-face classes. The authors found that blogs gave participants a platform to begin discussing issues of race and discrimination, which were missed opportunities for the authors to practice cultural competence as educators, and to demonstrate this for their pre-service teachers. At the same time, the blogs gave the pre-service teachers an opportunity to extend their learning, particularly with topics related to culture and race, by making connections between course content and future practice. Some students reflected well in journals, others enjoyed participating in class discussions, and others participated with great fervor on the blogs. The authors discuss themes that were apparent in their analysis of the blogs every semester, in every experimental section of the course that participated.
Publication Year: 2014    |    Updated in ITEC: May 29, 2017
5   |   From section Instruction in Teacher Training
Promoting Shifts in Preservice Science Teachers’ Thinking through Teaching and Action Research in Informal Science Settings
This study aimed to investigate the influence of an integrated experiential learning and action research project on preservice science teachers’ developing ideas about science teaching, learning, and action research itself. The data indicated that all participants gained enhanced understandings of children as diverse learners and the importance of prior knowledge in science learning. Shifts in thinking were observed for two of the in-depth case study students, while one, showed little change.
Publication Year: 2013    |    Updated in ITEC: February 26, 2017
6   |   From section Theories & Approaches
Final Thesis Models in European Teacher Education and Their Orientation towards the Academy and the Teaching Profession
The present study concerns different final thesis models in the research on teacher education in Europe and their orientation towards the academy and the teaching profession. The author found that in scientific journals, 33 articles support the occurrence of three models: the portfolio model, with a mainly teaching-professional orientation; the thesis model, with a mainly academic orientation; and the action research model, related to both orientations. All models had some relationship with both orientations.
Publication Year: 2014    |    Updated in ITEC: December 7, 2016
7   |   From section Theories & Approaches
An Exploration of the Development of Academic Identity in a School of Education
In this article, the authors suggest that current, ongoing changes in the nature and expectations of the university are causing the individuals who work in a UK School of Education to reconsider their identity. The paper proposes the formation of this identity to be a dynamic, career-long process. Diverse scaffolds for the development process are proposed, including opportunities for new teacher educators to be apprenticed into an academic role, the centrality of communities of practice and the importance of the supported development of academic skills.
Publication Year: 2014    |    Updated in ITEC: June 30, 2016
8   |   From section Teacher Educators
A Community College Instructor’s Reflective Journey Toward Developing Pedagogical Content Knowledge for Nature of Science in a Non-majors Undergraduate Biology Course
This article reports on the challenges and successes encountered by an in-service teacher, Sarah, implementing nature of science (NOS) for the first time throughout four units of a community college biology course. The in-service teacher, who participated in this study, found that through action research she was able to grow and assimilate her understanding of NOS within the biology content she was teaching. A shift in orientation toward teaching products of science to teaching science processes was a necessary shift for NOS pedagogical success. This process enabled Sarah’s development of PCK for NOS. As a practical example of putting research-based instructional recommendations into practice, this study may be very useful for other teachers who are learning to teach NOS.
Publication Year: 2014    |    Updated in ITEC: June 6, 2016
9   |   From section Preservice Teachers
Social Justice in Practice? Exploring Teacher Candidates’ Commitment Toward Change Agency Through Action Research
This qualitative study explores how candidates’ action research (AR) projects reflect critical AR. The author argues candidates who conduct critical AR promote its emancipatory goals and indicate a commitment to act as change agents for social justice through education. Candidates’ AR projects reveal that the majority explored cultural and institutional factors that may affect schooling. Additionally, students reported actions taken during and after the AR course that show a developing commitment to incorporate democratic practices into the teaching and learning process.
Publication Year: 2015    |    Updated in ITEC: February 29, 2016
10   |   From section Theories & Approaches
Influence of Motivation Theory and Supplemental Workshops on First-Time Passing Rates of HBCU Teacher Candidates
The action research methodology for this study reports findings from the performance of 19 Early Childhood Education African American teacher candidates matriculating through a state-approved program at an HBCU. The action researchers suggest that continued research and a larger sample size is needed to provided empirical evidence of the causal variables and factors that affect candidate performance on the examination. However, the observed phenomena and semi-structured follow-up reflections of the first-time passers may promote evidence of Maslow’s motivation theory in practice and the intrinsic love for teaching by the candidates who participated in the treatment and successfully passed the test.
Publication Year: 2014    |    Updated in ITEC: January 25, 2016
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