Article:- Action Research

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Jane Jones and a supporting line up of authors outline why student teachers are well placed to undertake Action Research.

Jane Jones and a supporting line up of authors outline why student teachers are well placed to undertake Action Research.

Many teachers are dismissive of what they perceive as educational research, since they do not feel any direct stake or see any relevance to their classroom practice. Yet, the complexities of the classroom and of teaching and learning lend themselves so readily to teacher research activity. Teachers, as inquisitive, questioning professionals are natural researchers and have a rich terrain in which to plant seeds of enquiry and research. Student teachers are especially well placed to undertake teacher research projects given the exploratory nature of their training and that there is time embedded into the training course to observe, reflect critically and to undertake research.

 

SKU: Pract-ActionRes Category:

Description

Jane Jones and a supporting line up of authors outline why student teachers are well placed to undertake Action Research.

Many teachers are dismissive of what they perceive as educational research, since they do not feel any direct stake or see any relevance to their classroom practice. Yet, the complexities of the classroom and of teaching and learning lend themselves so readily to teacher research activity. Teachers, as inquisitive, questioning professionals are natural researchers and have a rich terrain in which to plant seeds of enquiry and research. Student teachers are especially well placed to undertake teacher research projects given the exploratory nature of their training and that there is time embedded into the training course to observe, reflect critically and to undertake research.

About the authors

Dr Jane Jones, Senior Lecturer and Subject Director MFL Teacher Education, King’s College LondonWith: Steven Fawkes ALL Honorary Membership Officer, Trustee and ALL Fellow; Anna Lise Gordon, ALL President and Academic Director for Secondary Initial Teacher Training Provision at St Mary’s University in Twickenham, London; René Koglbauer, Senior Lecturer in Educational Leadership, Chair of Board of Trustees of Association for Language Learning; Wanda Marshall, language teacher and Editor of Deutsch: Lehren und Lernen – the German Language Zone; Elspeth Broady, Joint Editor, The Language Learning Journal and Rachel Hawkes, language teacher & Assistant Principal at Comberton Village College in Cambridgeshire.

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