IDEAS home Printed from https://ideas.repec.org/a/sae/sagope/v3y2013i1p2158244013482468.html
   My bibliography  Save this article

Utilizing Action Research During Student Teaching

Author

Listed:
  • James O. Barbre III
  • Brenda J. Buckner

Abstract

Action research has been shown to be effective in a variety of ways for teachers in the classroom setting. While the focus of the action research project has primarily been at the graduate level or tailored to the needs of working professionals, we propose that it is possible to do much more for the student teacher as he or she completes the program requirements through the student teaching experience. Through the incorporation of training in methods of data collection and analysis, student teachers will stand to gain a much greater degree of insight into areas of their professional pedagogical disposition through active reflection. This will develop a reflective habit of mind that is crucial for teachers to be effective in their classrooms and adaptive to the changing needs of their students, and allow for a greater degree of professional self-efficacy and satisfaction on the part of the teachers themselves.

Suggested Citation

  • James O. Barbre III & Brenda J. Buckner, 2013. "Utilizing Action Research During Student Teaching," SAGE Open, , vol. 3(1), pages 21582440134, March.
    • Handle: RePEc:sae:sagope:v:3:y:2013:i:1:p:2158244013482468
    DOI: 10.1177/2158244013482468
    as

    Download full text from publisher

    File URL: https://journals.sagepub.com/doi/10.1177/2158244013482468
    Download Restriction: no
    File URL: https://libkey.io/10.1177/2158244013482468?utm_source=ideas
    LibKey link: if access is restricted and if your library uses this service, LibKey will redirect you to where you can use your library subscription to access this item
    ---><---

    Citations

    Citations are extracted by the CitEc Project, subscribe to its RSS feed for this item.
    as


    Cited by:

    1. Inge C. M. van Seggelen-Damen & A. Georges L. Romme, 2014. "Reflective Questioning in Management Education," SAGE Open, , vol. 4(2), pages 21582440145, June.
    2. Sarfraz Aslam & Ali Usman Hali & BaoHui Zhang & Atif Saleem, 2021. "The Teacher Education Program’s Impact on Preservice Teachers’ Reflective Thinking in Pakistan," SAGE Open, , vol. 11(4), pages 21582440211, November.
    3. Sandro Serpa & Carlos Miguel Ferreira & Ana Isabel Santos & Ricardo Teixeira, 2018. "Participatory Action Research in Higher Education Training," International Journal of Social Science Studies, Redfame publishing, vol. 6(6), pages 1-7, June.

    Corrections

    All material on this site has been provided by the respective publishers and authors. You can help correct errors and omissions. When requesting a correction, please mention this item's handle: RePEc:sae:sagope:v:3:y:2013:i:1:p:2158244013482468. See general information about how to correct material in RePEc.

    If you have authored this item and are not yet registered with RePEc, we encourage you to do it here. This allows to link your profile to this item. It also allows you to accept potential citations to this item that we are uncertain about.

    We have no bibliographic references for this item. You can help adding them by using this form .

    If you know of missing items citing this one, you can help us creating those links by adding the relevant references in the same way as above, for each refering item. If you are a registered author of this item, you may also want to check the "citations" tab in your RePEc Author Service profile, as there may be some citations waiting for confirmation.

    For technical questions regarding this item, or to correct its authors, title, abstract, bibliographic or download information, contact: SAGE Publications (email available below). General contact details of provider: .

    Please note that corrections may take a couple of weeks to filter through the various RePEc services.

    IDEAS is a RePEc service. RePEc uses bibliographic data supplied by the respective publishers.