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

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  • Selda Aras

    (Hacettepe University)

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.

Suggested Citation

  • Selda Aras, 2021. "Action Research as an Inquiry-Based Teaching Practice Model for Teacher Education Programs," Systemic Practice and Action Research, Springer, vol. 34(2), pages 153-168, April.
    • Handle: RePEc:spr:syspar:v:34:y:2021:i:2:d:10.1007_s11213-020-09526-9
    DOI: 10.1007/s11213-020-09526-9
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    References listed on IDEAS

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    1. Hu Qing-li & Myriam N. Torres & Feng Shi-Ji, 2019. "Collaborative Action Research for Preparing Teachers as Reflective Practitioners," Systemic Practice and Action Research, Springer, vol. 32(4), pages 411-427, August.
    2. Lloyd D. N. Tlale & Norma R. A. Romm, 2018. "Systemic Thinking and Practice Toward Facilitating Inclusive Education: Reflections on a Case of Co-Generated Knowledge and Action in South Africa," Systemic Practice and Action Research, Springer, vol. 31(2), pages 105-120, April.
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