Action Research and Project Approach: Journey of an Early Childhood Pre-Service Teacher and a Teacher Educator
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| Title: | Action Research and Project Approach: Journey of an Early Childhood Pre-Service Teacher and a Teacher Educator |
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| Language: | English |
| Authors: | Wastin, Ellie, Han, H. Sophia |
| Source: | Networks: An Online Journal for Teacher Research. Fall 2014 16(2). |
| Availability: | New Prairie Press, Kansas State University Libraries. 137 Hale Library, Manhattan, KS 66506. e-mail: nppress@ksu.edu; Web site: http://newprairiepress.org |
| Peer Reviewed: | Y |
| Page Count: | 13 |
| Publication Date: | 2014 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education |
| Descriptors: | Action Research, Preservice Teacher Education, Preschool Teachers, Kindergarten, Questioning Techniques, Classroom Techniques, Inquiry, Preschool Children, Video Technology, Reflection, Feedback (Response), Knowledge Level, Self Esteem, Hands on Science, Experiential Learning, Internship Programs, Teacher Educators |
| ISSN: | 2470-6353 |
| Abstract: | The purpose of this article is to share an action research study conducted by an early childhood pre-service teacher in a Kindergarten classroom. There were dual goals for this action research: (a) to enhance preservice teacher's questioning and classroom management strategies, and (b) to enhance Kindergarten children's scientific inquiry and knowledge. A teacher guided mini-project approach was adopted as a main instructional methodology for a "Rain and Water Cycle" project. Using video, we documented self-reflection and feedback. Through this experience, the pre-service teacher gained both knowledge and confidence. At the same time, the Kindergarten children took an active role in investigating the "Rain and Water Cycle" through a variety of hands-on learning experiences. Based upon children's work samples and other documentation, it was evident that their cognitive growth and learning, especially who were typically performing at the below grade level, was extensive. Challenges and possibilities related to pre-service teacher action research within the early childhood teacher preparation programs are shared. Ideas for adopting action research frameworks to reconceptualize early field internships are also discussed. |
| Abstractor: | As Provided |
| Number of References: | 18 |
| Entry Date: | 2014 |
| Accession Number: | EJ1152625 |
| Database: | ERIC |
| Abstract: | The purpose of this article is to share an action research study conducted by an early childhood pre-service teacher in a Kindergarten classroom. There were dual goals for this action research: (a) to enhance preservice teacher's questioning and classroom management strategies, and (b) to enhance Kindergarten children's scientific inquiry and knowledge. A teacher guided mini-project approach was adopted as a main instructional methodology for a "Rain and Water Cycle" project. Using video, we documented self-reflection and feedback. Through this experience, the pre-service teacher gained both knowledge and confidence. At the same time, the Kindergarten children took an active role in investigating the "Rain and Water Cycle" through a variety of hands-on learning experiences. Based upon children's work samples and other documentation, it was evident that their cognitive growth and learning, especially who were typically performing at the below grade level, was extensive. Challenges and possibilities related to pre-service teacher action research within the early childhood teacher preparation programs are shared. Ideas for adopting action research frameworks to reconceptualize early field internships are also discussed. |
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| ISSN: | 2470-6353 |
