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ERIC Number: EJ1152672
Record Type: Journal
Publication Date: 2014
Pages: 7
Abstractor: ERIC
ISSN: EISSN-2470-6353
Promoting Reflective Practices in Special Education through Action Research: Recommendations from Preservice Teachers
Conroy, Paula Wenner
Networks: An Online Journal for Teacher Research, v16 n2 Article 5 Fall 2014
The purpose of this qualitative study was to explore the relationship of pre-service teachers with action research. Faculty researchers wanted to find out if pre-service teachers could learn and apply the principles of action research in their teaching and to investigate how action research could be used to promote or encourage reflective teaching of pre-service teachers. Teachers-in-training were challenged to conduct action research projects in schools where they were completing their practicum in special education. The pre-service teachers participated in a course training module on action research over a four week period prior to beginning their practicum. Once established in their student teaching practicum setting, the pre-service teachers developed and carried out an action research project following the guidelines given in the training module. They were challenged to identify a learning problem or behavior, design an intervention, carry out the intervention, evaluate it and then reflect on the process. Approval was granted for this project through the University of Northern Colorado Institutional Review Board (IRB). There were four data collection points used to gain insight to the process of action research from the perspective of five pre-service teachers, each semester, over four semesters (20 pre-service teachers total): (1) initial questionnaire; (2) daily reflective journal; (3) interview by a faculty member; and (4) follow-up questionnaire. Findings showed that pre-service teachers were highly focused on teaching skills their students needed in order for them to be successful in general education programs. Through action research, teachers learned that this approach to teaching was highly flexible and responsive to the needs of the individual student. Action research was reported as being a beneficial exercise in coming up with new ideas and trying out teaching strategies. The participants felt that the action research project helped them frame these interventions and reflect upon them to determine their value.
New Prairie Press, Kansas State University Libraries. 137 Hale Library, Manhattan, KS 66506. e-mail:; Web site:
Publication Type: Journal Articles; Tests/Questionnaires; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Colorado
Grant or Contract Numbers: N/A