International Portal of Teacher Education
The online resource of academic content on teacher training and teacher education
Section archive - Research Methods
Page 25/29
283 items
241
The focus of this article is on the preservice teacher education programs that are designed and carried our by universities, and the accreditation and certification that is managed by state and professional organizations. The article reviews challenges to teacher education in England and Canada.
Published: 2007
Updated: May. 18, 2008
242
A case study of two preservice teachers demonstrated a new approach for merging research and practice in an early childhood education course. Teachers observed a change in the way they participated and developed as teachers. Those changes included the awareness of the need to share responsibility, reflection in action, and documentation of teacher thinking, teacher practice and children's learning.
Published: 2007
Updated: May. 12, 2008
243
The article describes a study investigating beliefs about educational research and what counts as legitimate knowledge. Participants included preservice teachers, practicing teachers and professors. Results indicate that preservice teachers believe educational knowledge is particularistic and cannot be falsified, professors believed it can be generalized and falsified, and practicing teachers fell somewhere in the middle.
Published: 2007
Updated: May. 12, 2008
244
The article describes the research and development phase of a project conducted in a secondary school in Norway. The study focused on the teacher's role during the initial phase of the project, and the cooperation between the teachers and the researcher. Teachers' attitudes were traced during the start-up phase, and were outline with empirical data.
Published: 2008
Updated: Apr. 08, 2008
245
This article draws upon the work of two researchers who facilitated practitioner research with school professionals in Liverpool. The researchers themselves had not been involved in practitioner research before. In this account, the researchers reflect critically upon their own experience. The discussion presents the learning curve that the researchers underwent as well as what they discovered about the relationship between practitioners and researchers when engaged in school-based research.
Published: 2008
Updated: Apr. 01, 2008
246
This article explores some of the challenges of conducting action research in higher education. It arises from an ongoing research project funded by the Economic and Social Research Council's Teaching and Learning Research Programme (ESRC/TLRP), 'Learning and Teaching for Social Diversity and Difference', which examines the dynamics of academic engagement in higher education within a multi-dimensional framework.
Published: 2008
Updated: Apr. 01, 2008
247
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.
Published: 2008
Updated: Apr. 01, 2008
248
The growing emphasis on teachers as 'reflective' and 'expert practitioners' has led to a noticeable increase in action research involving a wide range of educational practitioners as well as professionals from the academic community. In the light of the complex demands frequently faced by action researchers, this article examines the ethical considerations involved in conducting a collaborative action research project which is concerned with children's experiences of transition from Key Stage 2 to Key Stage 3.
Published: 2008
Updated: Apr. 01, 2008
249
This article explores the use of active imagination and dialogics as constructs that can be applied reflexively to health care education. Drawing on student data, it discusses some of the primary elements of these ideas, and how they may inform reflection, human inquiry, and pedagogical approaches to personal and professional growth and development.
Published: 2008
Updated: Apr. 01, 2008
250
The aim of the study was to describe students' and teacher educators' practical experience with action research and to identify a number of special points for consideration (opportunities and limitations) which could play a role in putting research into practice in concrete terms in the courses. Students and teacher educators on three Dutch initial teacher education programmes which treat action research as both a means of professional development and a necessary professional qualification were involved. These were programmes for specific teaching levels and subjects in Dutch schools.
Published: 2008
Updated: Apr. 01, 2008