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.
Recommended Citation
Columbia Embury, Dusty and Clarke, Laura 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: Vol. 3:
Iss.
2, Article 2.
Available at:
https://digitalcommons.wku.edu/ktej/vol3/iss2/2
Included in
Educational Assessment, Evaluation, and Research Commons, Higher Education and Teaching Commons, Special Education and Teaching Commons