Action research: a reflective tool for teaching

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Abstract

Effective professional development requires teachers to be reflective about their practice, at the pre-service teacher level and as part of a life-long career practice (Clarke 1995; Cole, 1989; Wildman, Magliaro, Niles, & McLaughlin, 1990). Teachers should consistently take time to consider the impact of their work on their students and to address issues in the classroom. Credited initially to Dewey in the 1930s, the theory of reflective practice was adopted and.

Original languageEnglish
Title of host publicationEvidence-Based Learning and Teaching
Subtitle of host publicationA Look into Australian Classrooms
EditorsMelissa Barnes, Maria Gindidis, Sivanes Phillipson
Place of PublicationAbingdon UK
PublisherRoutledge
Chapter19
Pages229-238
Number of pages10
Edition1st
ISBN (Electronic)9781351129367
ISBN (Print)9780815355717, 9780815355700
Publication statusPublished - 1 Jan 2018

Keywords

  • Evidence-based learning,
  • Action research methodology
  • Reflective learning
  • Initial teacher education

Cite this

Jenkins, L., & Crawford, R. (2018). Action research: a reflective tool for teaching. In M. Barnes, M. Gindidis, & S. Phillipson (Eds.), Evidence-Based Learning and Teaching: A Look into Australian Classrooms (1st ed., pp. 229-238). Routledge.