Abstract
In response to research showing the benefits of reflective practices, many personnel preparation programs have sought ways to help teachers-intraining (pre-service teachers) develop reflective practices in their teaching. This has been done by providing multiple opportunities for reflection and scaffolding within a variety of reflective experiences during extensive field and student teaching practicum experiences (Harford & MacRuairc, 2008). One powerful approach for integrating inquiry into teaching and reflection in practice is action research. The purpose of this article article is to provide a description of an effort by faculty to increase teacher reflection in the preparation program area of special education by using action research and to describe pre-service teachers’ responses to the process.
Recommended Citation
Conroy, Paula Wenner
(2014)
"Promoting Reflective Practices in Special Education through Action Research: Recommendations from Preservice Teachers,"
Networks: An Online Journal for Teacher Research:
Vol. 16:
Iss.
2.
https://doi.org/10.4148/2470-6353.1042
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