Abstract
What you see is not always what you get! Having been involved in action research in preservice teacher education for the last four years I continue to be startled by the impact of the process on students and faculty. It is not simply an assignment to be completed; rather, it is a process that leads student teachers to the core of what it means to be a teacher. This experience and the knowledge gained in turn change them as individuals. The action research process requires students to ponder and struggle with many difficult questions: what is the role of the teacher; what does it mean to have a student-centred class; how much can and should I deviate from the formal curriculum; how can I authentically assess student learning; what should be the goals of schooling; and what kind of teacher do I want to be? These deep issues require a lifetime of reflection, analysis and research. Certainly student teachers do not "solve and answer" these questions; however, action research draws them into the intricate process of teaching/learning and helps them realize that teaching is a highly personal process.
Recommended Citation
Kosnik, Clare
(1999)
"The Transformative Power of the Action Research Process: Effects of an Inquiry Approach to Preservice Teacher Education,"
Networks: An Online Journal for Teacher Research:
Vol. 2:
Iss.
1.
https://doi.org/10.4148/2470-6353.1244
Rights Statement
In Copyright. URI: http://rightsstatements.org/vocab/InC/1.0/
This Item is protected by copyright and/or related rights. You are free to use this Item in any way that is permitted by the copyright and related rights legislation that applies to your use. For other uses you need to obtain permission from the rights-holder(s).
