Action Research as a Tool for Re ection in Teacher Education


Dayıoğlu Öcal S.

in: Fostering Reflective Teaching Practice in Pre- Service Education, Zineb Djoub, Editor, IGI GLOBAL PUBLISHING, Pennsylvania, pp.190-204, 2018

  • Publication Type: Book Chapter / Chapter Research Book
  • Publication Date: 2018
  • Publisher: IGI GLOBAL PUBLISHING
  • City: Pennsylvania
  • Page Numbers: pp.190-204
  • Editors: Zineb Djoub, Editor

Abstract

Education is context-speci c and requires knowledge of the dynamics, participants, and aspects of this particular context. Indeed, it cannot be considered out of its own organization, culture and the environ- ment around. Action research as a tool is so relevant for novice and pre-service teachers since it can help them nd their own way and re ne their teaching skills. In fact, it is a mindset for all teachers as they can be more re ective practitioners, thoughtful, and willing to examine themselves in the context of their own classroom and school settings (Phillips & Carr, 2010). This chapter attempts to identify the linkage between action research and re ection and how this can foster teachers’ development in Turkey. This is through describing a case study in a professional development program which aims to nd out about the novice teachers’ re ections on the conducted action research as a professional development activity.