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


ARAS S.

SYSTEMIC PRACTICE AND ACTION RESEARCH, vol.34, no.2, pp.153-168, 2021 (SSCI) identifier identifier

  • Publication Type: Article / Article
  • Volume: 34 Issue: 2
  • Publication Date: 2021
  • Doi Number: 10.1007/s11213-020-09526-9
  • Journal Name: SYSTEMIC PRACTICE AND ACTION RESEARCH
  • Journal Indexes: Social Sciences Citation Index (SSCI), Scopus, Academic Search Premier, ABI/INFORM, Business Source Elite, Business Source Premier, INSPEC, PAIS International, Sociological abstracts
  • Page Numbers: pp.153-168
  • Keywords: Action research, Early childhood education, Teaching practice, Professional growth, COLLABORATIVE ACTION RESEARCH, PRESERVICE TEACHERS, FIELD EXPERIENCES, STUDENT-TEACHERS
  • Hacettepe University Affiliated: No

Abstract

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.