| Autor: |
Nettleton, Kimberely F., Miller, April D., Kelsey, Sarah V., Wilson, Brittany, Banks, Rhonda |
| Předmět: |
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| Zdroj: |
School-University Partnerships; Winter2020 Special issue, Vol. 12 Issue 4, p13-23, 11p, 1 Chart |
| Abstrakt: |
The professional development school (PDS) model of teacher preparation is designed to provide pre-service teachers with the opportunity to work alongside experienced educators in a real-world setting. Action research is often used to find solutions to a problem or to develop an analysis of an aspect of the community of practice surrounding the educational profession. This study examines the lasting effects of action research conducted by undergraduate teacher candidates in a PDS teacher preparation program, compared to teacher candidates who did not participate in action research in a PDS program. The study concludes that, while action research completed by teacher candidates is not always noteworthy, experiencing the action research process with the guidance of a faculty advisor and a teacher mentor has lasting effects on teachers' professional skill development. [ABSTRACT FROM AUTHOR] |
| Databáze: |
Complementary Index |
| Externí odkaz: |
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