Learning from Action Research About Science Teacher Preparation |
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Authors: | Carole P Mitchener Wendy M Jackson |
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Institution: | (1) Curriculum and Instruction, University of Illinois at Chicago, 1040 W. Harrison St. MC 147, Chicago, IL 60607, USA;(2) DePaul University, Chicago, IL, USA |
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Abstract: | In this article, we present a case study of a beginning science teacher’s year-long action research project, during which
she developed a meaningful grasp of learning from practice. Wendy was a participant in the middle grade science program designed
for career changers from science professions who had moved to teaching middle grade science. An extended action research experience
in the second year of induction proved valuable to her in learning how to modify her teaching to reach her goal, using evidence
of student learning as her guide. This article closes with reflections on the value of extended action research within science
teacher preparation, particularly early in one’s career, and explores the promise for ongoing practice-based professional
development throughout a teacher’s career. |
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Keywords: | |
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