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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
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
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  Data: Action Research and Project Approach: Journey of an Early Childhood Pre-Service Teacher and a Teacher Educator
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  Data: <searchLink fieldCode="SO" term="%22Networks%3A+An+Online+Journal+for+Teacher+Research%22"><i>Networks: An Online Journal for Teacher Research</i></searchLink>. Fall 2014 16(2).
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  Data: New Prairie Press, Kansas State University Libraries. 137 Hale Library, Manhattan, KS 66506. e-mail: nppress@ksu.edu; Web site: http://newprairiepress.org
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  Data: 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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    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 13
    Subjects:
      – SubjectFull: Action Research
        Type: general
      – SubjectFull: Preservice Teacher Education
        Type: general
      – SubjectFull: Preschool Teachers
        Type: general
      – SubjectFull: Kindergarten
        Type: general
      – SubjectFull: Questioning Techniques
        Type: general
      – SubjectFull: Classroom Techniques
        Type: general
      – SubjectFull: Inquiry
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      – SubjectFull: Preschool Children
        Type: general
      – SubjectFull: Video Technology
        Type: general
      – SubjectFull: Reflection
        Type: general
      – SubjectFull: Feedback (Response)
        Type: general
      – SubjectFull: Knowledge Level
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      – SubjectFull: Self Esteem
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      – SubjectFull: Hands on Science
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      – SubjectFull: Experiential Learning
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      – SubjectFull: Internship Programs
        Type: general
      – SubjectFull: Teacher Educators
        Type: general
    Titles:
      – TitleFull: Action Research and Project Approach: Journey of an Early Childhood Pre-Service Teacher and a Teacher Educator
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