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ERIC Number: EJ1171776
Record Type: Journal
Publication Date: 2010-Dec
Abstractor: As Provided
Action Research: Can It Be a Means for Helping Teacher Candidates Learn about Student Diversity?
Bates, Alisa; Pardo, Laura S.
i.e.: inquiry in education, v1 n2 Article 4 Dec 2010
Teachers must have professional strategies that allow them to consider what students need in order to be academically successful, and then respond to those needs through instructional and management changes in the classroom. This is not a simple process for any teacher; for a novice teacher, this is a particularly complex challenge as they are still learning to teach while engaged in actual teaching (Darling-Hammond & Bransford, 2005; Wildman, Niles, & Magliaro, 1989). To that end, our work in the preparation of teachers led us to look for strategies that could support novices' attempts to meet students' diverse needs. This paper describes the use of action research as one such strategy in a teacher preparation program focused on preparing teachers for diverse student populations. It was our hope that through engaging in the process of action research, teacher candidates would learn how to recognize, accommodate, and utilize the unique diversity evident in their classrooms.
Descriptors: Action Research, Student Diversity, Preservice Teacher Education, Teacher Student Relationship, Research Projects, Case Studies, Assignments, Preservice Teachers, Grounded Theory, Student Teachers, Student Teacher Attitudes
Center for Practitioner Research at National Louis University. 122 South Michigan Avenue, Chicago, IL 60603. Tel: 800-443-5522 x2277; e-mail: firstname.lastname@example.org; Web site: https://digitalcommons.nl.edu/ie/
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Authoring Institution: N/A
Grant or Contract Numbers: N/A