Humanizing a Teacher Education Program in a Small Liberal Arts University
International Perspectives on Emerging Trends and Integrating Research-based Learning across the Curriculum
ISBN: 978-1-80043-477-6, eISBN: 978-1-80043-476-9
Publication date: 20 January 2021
Educational training programs, at times, are criticized for inadequately addressing issues that occur in the field (Brydon-Miller, Greenwood, & Maguire, 2003). This omission in relevancy might possibly be attributed to the fact that teacher education faculty no longer engage with K-12 students on a daily basis. We have decided to fill that relevancy void through our graduate student action research projects. Action research projects, undertaken by graduate students within our program, not only foster reflection upon the needs of the students within their K-12 classrooms, but also inform us, as education faculty, as we prepare our undergraduate students for the world of teaching. In this chapter, we outline action research as a framework of inquiry. We argue in the chapter that engaging students in the individualized action research projects has benefits for multiple stakeholders ranging from the learners in K-12 classrooms to students in pre-service teacher education programs. Using four case studies, we illustrate how the action research process works and the ways it fosters inclusivity in classrooms at numerous levels. We will discuss the benefits and challenges to our approach and will conclude by discussing the lessons that can be learned from our experiences in humanistic education.
Ries, E., Chernobilsky, E. and Jasmine, J. (2021), "Humanizing a Teacher Education Program in a Small Liberal Arts University", Sengupta, E. and Blessinger, P. (Ed.) International Perspectives on Emerging Trends and Integrating Research-based Learning across the Curriculum (Innovations in Higher Education Teaching and Learning, Vol. 36), Emerald Publishing Limited, Bingley, pp. 87-100. https://doi.org/10.1108/S2055-364120210000036007
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