Search results for: Action learning
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Teacher candidate learning of action-oriented knowledge from triggering incidents in teaching practice
This study investigated student teachers’ (N = 82) learning of action-oriented knowledge (AOK), triggering incidents in teaching practice, and the relationships between these two. The results showed that student teachers identified critical incidents related to didactical relation (57%), pedagogical relation (39%) and content relation (4%) meaningful for their learning. Within the relations, student teachers showed descriptive (43%), inferential (24%) and justified (33%) AOK in their reflections. The incidents related to pedagogical and didactical relation especially triggered descriptive and justified AOK. The results showed that teacher candidates AOK reflection started with evaluative descriptions of their teaching, and moved on to practical justifications. The study confirms that teacher candidates’ videos can extend their focus of teaching and afford more attention to student learning.
Updated: Aug. 19, 2020
Strategies for Encouraging Behavioural and Cognitive Engagement of Pre-service Student-Teachers in Bhutan: An Action Research Case Study
This action research enquiry interrogates the author's own teaching practices in the context of new cultures of pedagogy in Bhutan. A survey's results confirmed three areas of concern about the author's capacity to encourage student engagement: lack of open communication in my classes, lack of care and concern, and inability to provide active learning opportunities. The author implemented intervention strategies in teaching to address these concerns. The findings revealed measurable improvement in all three areas of concern that facilitated enhancement of both behavioural and cognitive engagements of student-teachers.
Updated: Sep. 16, 2013
This article describes an adaptation of action research that can be used specifically for the purposes of reviewing educational courses where the participants move out of the research process after one cycle. The author found a limit to the intentional use of action research in her study of a tertiary course that was being offered within the action learning framework of work placements.
Updated: Apr. 01, 2008