Practice-Based Research: A Tool for Examining the Preparation of Socially Just Literacy Educators

• In Event: AERA Poster Session 9
  In Poster Session: Action Research: Research or Practice-Based Inquiry?

Abstract

Practitioner research is a proven approach to self-study allowing educators to examine their own teaching, study a problem of practice, and improve their pedagogical skills using data collected in response to instruction. There is a need for more research to understand practice-based research for teacher educators. The study investigated how one Education faculty member used an inquiry-based approach to examine her teaching and measure teacher candidates’ growth in response to her graduate-level, literacy-focused technology course. Data collected from twenty-five teacher candidates include TPACK survey, multiple course artifacts, in-class log and teaching reflection. Qualitative and quantitative analysis showed the evidence of success in promoting course objectives and supporting the development of a social justice pedagogy.

Authors

• Huijing Wen, Moravian University

• Valerie Harlow Shinas, Lesley University