Student teachers’ experiences of action research-based projects: two cases within pre-service teacher education in Finland

Bendtsen, Marina; Eklund, Gunilla; Forsman, Liselott; Pörn, Michaela

doi:10.1080/09650792.2019.1684969

Cited by 17 publications

(5 citation statements)

References 25 publications

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“…This result points to the necessity of paying more attention to the question of how to develop the master thesis that serves and supports teachers' everyday work (Eklund, Aspfors & Hansén, 2019). According to the informants, an action research design would be one way forward (Bendtsen, Eklund, Forsman, & Pörn, 2019).…”

Section: Discussionmentioning

confidence: 99%

Early Career Teachers’ Experiences of Developing Professional Knowledge

Aspfors¹,

Eklund²,

Hansén³

2019

NOAD

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This study aims to explore early career teachers’ (ECTs’) experiences of professional knowledge developed during their research-based teacher education and throughout their first five years in the profession. This study uses Shulman’s (1986) framing of professional knowledge, which posits that teachers must have content knowledge, general pedagogical knowledge, and pedagogical content knowledge. Ten Finnish primary school teachers with five years of work experience participated in this study. The data was collected from individual interviews and analysed using qualitative content analysis. Three major areas of knowledge were identified that together distinguish ECTs’ professional knowledge: pedagogical and didactic, relational, and research-related knowledge. The results indicate that teacher education provides a solid foundation while the first five years of professional experience add to the teachers’ professional knowledge.

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Section: Discussionmentioning

confidence: 99%

Early Career Teachers’ Experiences of Developing Professional Knowledge

Aspfors¹,

Eklund²,

Hansén³

2019

NOAD

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“…Unequivocal definitions of Action Research are difficult to provide; however, the features of all variations emphasize working toward improved practice and knowledge gener-ation through a reflective process of inquiry, whether it be individual or collaborative [18]. Attributable to the social psychologist Kurt Lewin, methodologically, Lewin viewed Action Research as a socially contextualized problem-solving approach, which involves cycles of "planning, action, and fact-finding about the result of the action" [19] (p. 38).…”

Section: Action Research and Inclusion And Special Educational Needsmentioning

confidence: 99%

Teachers’ Continuing Professional Development: Action Research for Inclusion and Special Educational Needs and Disability

Codina,

Robinson

2024

Education Sciences

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In 2022, the authors of this paper were awarded with three years’ government funding to support seventy-five English schools and Further Education colleges with the running of their own Action Research for inclusion and special educational needs projects (ISEND). Based on the funder’s interest in the identification and scaling-up of the evidence-base for SEND practice, this reflective account analyzes the evidence-base drawn upon and created by the Action Researchers for ISEND and the efficacy of the approach. Adopting an interpretivist, qualitative approach to content analysis, this paper analyzes data from the first seven completed Action Research for ISEND projects. Aligned with Dewey’s scientific model of reflection, analysis shows the Action Researchers for ISEND draw upon a complex synthesis of contextualized understanding, broadened horizons (including collaborative working and study), deepened and/or reshaped understandings, and data analysis to form their theorizations of praxis. Bearing no relation to evidence-based practice, the Action Researchers for ISEND adopt a constructivist ontology towards the inclusion of children with SEND, which challenges positivistic paradigms of “what works” in SEND and embeds a praxis of democracy which frequently includes the voices of learners with disabilities in decision making processes.

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“…[15] shows that action research methodology is commonly used in initial teacher education programmes as a pedagogical strategy to enhance studentteacher learning. In Finland [16], action research is most often used in tandem with schoolbased practicum components in the latter stage of programmes as a means of bridging the theory-practice divide. It is also frequently used as a capstone assessment to assure prospective teachers' capability for reflective inquiry [17].…”

Section: The Context and Purpose Of The Researchmentioning

confidence: 99%

Conceptualising the Integration of Action Research into the Practice of Teacher Education Universities in Kazakhstan

Berikkhanova,

Sapargaliyeva,

Ibraimova

et al. 2023

Education Sciences

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This study provides a critical review and assessment of the problems of enhancing the research activity at a Kazakhstani pedagogical university that prepares future teachers. The aim of this study is to provide a rationale for the relevance of scientific and methodological support for increasing the research activity of teachers at pedagogical universities through the systematic integration of practitioner action research into professional practice. The value of action research is related to the change in and improvement of the professional practice of teachers based on the convergence of practice-oriented science and science-oriented practice. This work is in response to the gap in the professional preparation of future teachers, particularly in terms of developing research competencies and equipping future teachers with knowledge about action research. This is in marked contrast to in-service teachers who have been exposed to action research through the whole country’s ongoing reform of teacher education. Using a large survey of academic staff, the paper identifies the key factors influencing the research activity of university teachers. The findings from the survey and the narrative review suggest a willingness and openness to new ways of working among staff, which would make it possible to increase the research activity of university teachers themselves by integrating non-formal forms of research such as action research into their practice.

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Student teachers’ experiences of action research-based projects: two cases within pre-service teacher education in Finland

Cited by 17 publications

References 25 publications

Early Career Teachers’ Experiences of Developing Professional Knowledge

Early Career Teachers’ Experiences of Developing Professional Knowledge

Teachers’ Continuing Professional Development: Action Research for Inclusion and Special Educational Needs and Disability

Conceptualising the Integration of Action Research into the Practice of Teacher Education Universities in Kazakhstan

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