Turning Teachers into Action Researchers in their Classrooms
Document Type
Article
Publication Date
2-8-2017
Abstract
Action research is often called the teacher’s research and often feels like a common sense approach to solving problems, but not all pre-service teachers begin careers knowing how to use this methodology to improve their own practice. This article offers a rationale for teaching pre-service teachers the skills and action research methodology as a tool for professional improvement based on the experiences of the authors engaging in a reflective process for teaching. While not generalizable, it is hoped that lessons learned may be applied by other faculty in teacher education programs.
Repository Citation
Columbia Embury, D.,
& Clarke, L. S.
(2017). Turning Teachers into Action Researchers in their Classrooms. Kentucky Teacher Education Journal: The Journal of the Teacher Education Division of the Kentucky Council for Exceptional Children, 3 (1), 2.
https://corescholar.libraries.wright.edu/teacher_education/44
