Action Research as an Inquiry-Based Teaching Practice Model for Teacher Education Programs

ARAS S.

SYSTEMIC PRACTICE AND ACTION RESEARCH, cilt.34, sa.2, ss.153-168, 2021 (SSCI) identifier identifier

  • Yayın Türü: Makale / Tam Makale
  • Cilt numarası: 34 Sayı: 2
  • Basım Tarihi: 2021
  • Doi Numarası: 10.1007/s11213-020-09526-9
  • Dergi Adı: SYSTEMIC PRACTICE AND ACTION RESEARCH
  • Derginin Tarandığı İndeksler: Social Sciences Citation Index (SSCI), Scopus, Academic Search Premier, ABI/INFORM, Business Source Elite, Business Source Premier, INSPEC, PAIS International, Sociological abstracts
  • Sayfa Sayıları: ss.153-168
  • Anahtar Kelimeler: Action research, Early childhood education, Teaching practice, Professional growth, COLLABORATIVE ACTION RESEARCH, PRESERVICE TEACHERS, FIELD EXPERIENCES, STUDENT-TEACHERS
  • Hacettepe Üniversitesi Adresli: Hayır

Özet

Although the role of action research is critically highlighted in research, it is not widely used by teachers in most schools. It may also be that our teacher education does not equip us with the necessary confidence to conduct much inquiry ourselves. This study aimed to investigate the experiences of early childhood preservice teachers. Participants were engaged in action research within their field experience and research project courses. Data sources for the study included observation notes gathered during weekly meetings with preservice teachers, observation notes from classroom discussions, and semi-structured interviews conducted afterwards. The study supports the call for enhancing the quality of early years education through inquiry-based approaches such as incorporating research tasks with practicum activities during teacher training.