Research Methods (280 items)To section archive
This paper describes the experiences of three pre-service teachers as they engaged in teacher research as part of their teacher education program. Specifically, this paper investigates the role of the teacher’s personal and academic history in the design of their teacher research projects; how their research worked to disrupt classroom cultures and practices. It also examines the ways in which the pre-service teachers interpreted their research in light of new contexts during their first year of teaching. The authors argue that the action research process fostered a deep engagement with certain ideas. This process allowed the pre-service teachers a space to develop these ideas fully and test nascent theories about teaching and learning. In conclusion, the authors contend that action research would be a powerful programmatic framework allowing multifaceted engagement with significant questions and problems of practice from initial methods courses through student-teaching.
Updated: May. 13, 2018
The purpose of this study is to examine whether using Lesson Study with preservice secondary mathematics teachers might better prepare students to be teachers. The main finding of this action research is that Lesson Study can have a strong influence on the efficacy of preservice mathematics teachers. In addition, it was found that a key factor in establishing the confidence of the preservice teachers was the direct connection from the field-experience school to the methods classroom.
Updated: Mar. 25, 2018
The Continuing Search to Find A More Effective and Less Intimidating Way to Teach Research Methods in Higher Education
The purpose of this study is to integrate the potential advantages of an intensive format with student-centred learning and active engagement in research methods education. Specifically, this study examined the implementation of a new, intensive course format at UK business school. This format aimed to increase student participation, and promote independent learning in a less formal and more collegiate environment. The results reveal that the new format produced scores that were at least as good as the traditional format and which were more closely aligned with the students’ average overall course scores. Consequently, students had a clearer idea of the research process and were often enthusiastic and more prepared to take ownership of their project.
Updated: Feb. 11, 2018
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.
Updated: Feb. 11, 2018