Promoting Reflection Through an Engaged Action Research Practicum (Poster 24)

• In Event: Saturday Poster Session 1:15 pm
  In Poster Session: Engaged Teacher Preparation: Community, Research, and Practice

Abstract

Reflection is a critical skill which supports teachers in their decision making and more importantly contributes to the enactment of educational reform and social justice oriented teaching. In teacher education programs, action research has become a valuable tool to facilitate preservice teachers’ reflection skills. Nevertheless, current use of action research primarily in final practicum experiences has created several important challenges impacting its ability to effectively inspire reflective teaching. These challenges mainly radiate from complicated triadic relationships. Utilizing an action research methodology, the authors assess the collaborative implementation of an engaged action research project among triad members at a public Chilean university, evaluating how it promotes teacher reflection according to Korthagen’s model of core reflection.

Authors

• Corinne Barger, Universidad del Bio-Bio

• Suyin Lara Sepulveda, Universidad del Bio-Bio