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Using Action Research to Foster Preservice Teachers’ Reflection on Themselves as Learners: Examining Beliefs and Changing Practices

International Teacher Education: Promising Pedagogies (Part A)

ISBN: 978-1-78441-136-7

ISSN: 1479-3687

Publication date: 1 December 2014

Abstract

Addressing preservice teachers’ beliefs about learning is a key task of initial teacher preparation. In this chapter, we describe and reflect on the use of action research as a learning activity/assessment to address those beliefs within a required course on learning theories. Through this activity, preservice teachers engage in a cycle of observation-reflection-planning-action-evaluation to change practices deemed ineffective. This use of action research has not been reported in the literature and we discuss our success as well as challenges in its implementation.

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Acknowledgements

Acknowledgment

The reports that were analyzed came from 12 students who granted permission for us to use their work in the preparation of this chapter.

Citation

Montecinos, C., Ceardi, A. and Fernández, M.B. (2014), "Using Action Research to Foster Preservice Teachers’ Reflection on Themselves as Learners: Examining Beliefs and Changing Practices", International Teacher Education: Promising Pedagogies (Part A) (Advances in Research on Teaching, Vol. 22), Emerald Group Publishing Limited, Bingley, pp. 427-445. https://doi.org/10.1108/S1479-368720140000022023

Publisher

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Emerald Group Publishing Limited

Copyright © 2014 Emerald Group Publishing Limited