Citations (39)
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Richard Deanne Sagun & Maricar Prudente. (2023) Applying the plan-do-study-act (PDSA) action research model to re-structure the science classroom conforming to the metacognitive orientation standards. Educational Action Research 31:1, pages 61-77.
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Helma Oolbekkink-Marchand, Ida Oosterheert, Lotte Scholte Lubberink & Eddie Denessen. (2022) The position of student teacher practitioner research in teacher education: teacher educators’ perspectives. Educational Action Research 30:3, pages 445-461.
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Lori Dassa & Bryan Nichols. (2020) Making the Move: Empowering Student Teachers as Teacher Researchers. The Teacher Educator 55:3, pages 267-282.
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Margaret Vaughn. (2020) Where to from here: Fostering agency across landscapes. Theory Into Practice 59:2, pages 234-243.
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Jennifer Hennessy & Raymond Lynch. (2019) Straddling the marshy divide: exploring pre-service teachers’ attitudes towards teacher research. Educational Review 71:5, pages 595-616.
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Achilleas Kostoulas, Sonja Babić, Christiana Glettler, Andrea Karner, Sarah Mercer & Eva Seidl. (2019) Lost in research: educators’ attitudes towards research and professional development. Teacher Development 23:3, pages 307-324.
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Marit Ulvik, Hanne Riese & Dag Roness. (2018) Action research – connecting practice and theory. Educational Action Research 26:2, pages 273-287.
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Lauri Heikonen, Janne Pietarinen, Kirsi Pyhältö, Auli Toom & Tiina Soini. (2017) Early career teachers’ sense of professional agency in the classroom: associations with turnover intentions and perceived inadequacy in teacher–student interaction. Asia-Pacific Journal of Teacher Education 45:3, pages 250-266.
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Kati Aus, Anna-Liisa Jõgi, Katrin Poom-Valickis, Eve Eisenschmidt & Eve Kikas. (2017) Associations of newly qualified teachers’ beliefs with classroom management practices and approaches to instruction over one school year. European Journal of Teacher Education 40:1, pages 28-45.
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Marit Ulvik & Hanne Riese. (2016) Action research in pre-service teacher education – a never-ending story promoting professional development. Professional Development in Education 42:3, pages 441-457.
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Daniel Guilbert, Rod Lane & Penny Van Bergen. (2016) Understanding student engagement with research: a study of pre-service teachers’ research perceptions, research experience, and motivation. Asia-Pacific Journal of Teacher Education 44:2, pages 172-187.
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Brenda M. Capobianco & Máire Ní Ríordáin. (2015) Navigating layers of teacher uncertainty among preservice science and mathematics teachers engaged in action research. Educational Action Research 23:4, pages 581-598.
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Frank Cornelissen & Ellen van den Berg. (2014) Characteristics of the research supervision of postgraduate teachers’ action research. Educational Studies 40:3, pages 237-252.
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T.W. Maxwell. (2012) Assessment in higher education in the professions: action research as an authentic assessment task. Teaching in Higher Education 17:6, pages 686-696.
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Jeylan
Wolyie Hussein. (2009) Promoting student teachers’ understanding of action research: an experience from teacher education in Ethiopia. Teaching Education 20:2, pages 133-148.
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Rebecca Spooner‐Lane, Donna Tangen & Marilyn Campbell. (2009) The complexities of supporting Asian international pre‐service teachers as they undertake practicum. Asia-Pacific Journal of Teacher Education 37:1, pages 79-94.
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Mary Ellen MCGuire-Schwartz & JanetS. Arndt. (2007) Transforming Universal Design for Learning in Early Childhood Teacher Education from College Classroom to Early Childhood Classroom. Journal of Early Childhood Teacher Education 28:2, pages 127-139.
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Don Ambrose, Kathy Lang & Marta Grothman. (2007) Streamlined reflective action research for creative instructional improvement. Educational Action Research 15:1, pages 61-74.
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Ann McCormack, Jennifer Gore & Kaye Thomas. (2006) Early Career Teacher Professional Learning. Asia-Pacific Journal of Teacher Education 34:1, pages 95-113.
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Kari Smith & Orly Sela. (2005) Action research as a bridge between pre‐service teacher education and in‐service professional development for students and teacher educators. European Journal of Teacher Education 28:3, pages 293-310.
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LynneM. Hannay, Wayne Seller & Carol Telford. (2003) Making the conceptual shift: teacher performance appraisal as professional growth. Educational Action Research 11:1, pages 121-140.
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David Coulter. (2002) What counts as action in educational action research?. Educational Action Research 10:2, pages 189-206.
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Articles from other publishers (17)
Aiman Berikkhanova, Bayan Sapargaliyeva, Zhanar Ibraimova, Lyaziza Sarsenbayeva, Fatima Assilbayeva, Dana Baidildinova & Elaine Wilson. (2023) Conceptualising the Integration of Action Research into the Practice of Teacher Education Universities in Kazakhstan. Education Sciences 13:10, pages 1034.
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David Esparza, Ruby L. Lynch-Arroyo & Jeffrey T. Olimpo. (2022) Empowering Current and Future Educators: Using a Scalable Action Research Module as a Mechanism to Promote High-Quality Teaching and Learning in STEM. Frontiers in Education 6.
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Osman Tayyar ÇELİK & Ümit KAHRAMAN. (2021) Göreve Yeni Başlayan Öğretmenlerin Yaşadıkları Güçlükler. Pamukkale University Journal of Education.
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Sinéad Vaughan. (2020) Exploring teachers’ experiences of action research. London Review of Education 18:3.
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Meagan Call-Cummings, Melissa Hauber-Özer & Jennifer Rainey. 2020. Preparing Students for Community-Engaged Scholarship in Higher Education. Preparing Students for Community-Engaged Scholarship in Higher Education
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Ali Eryılmaz & Hafız Bek. (2018) “Pozitif Öğretmen Ölçeği” Öğretmen Formunun Geliştirilmesi. Kastamonu Üniversitesi Kastamonu Eğitim Dergisi, pages 1-18.
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Arely Anahy Paredes-Chi & María Teresa Castillo-Burguete. (2018) Is Participatory Action Research an innovative pedagogical alternative for training teachers as researchers? The training plan and evaluation for normal schools. Evaluation and Program Planning 68, pages 176-184.
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Ana Zavala. (2017) En torno a los discursos acerca de la formación profesional docente. Cadernos de Pesquisa 47:164, pages 716-739.
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Monica Taylor & Emily J. KleinEmily J. Klein, Antonio Iglesias, Suzanne Poole & Erin Mooney. 2015. A Year in the Life of a Third Space Urban Teacher Residency. A Year in the Life of a Third Space Urban Teacher Residency
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Merilyn Meristo & Eve Eisenschmidt. (2014) Novice teachers’ perceptions of school climate and self-efficacy. International Journal of Educational Research 67, pages 1-10.
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Maja Miskovic, Efrat Sara Efron & Ruth Ravid. (2012) Action Research in Action: From University to School Classrooms. Education Research International 2012, pages 1-11.
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Terri L. Rodriguez & Hye-sun Cho. (2011) Eliciting critical literacy narratives of bi/multilingual teacher candidates across U.S. teacher education contexts. Teaching and Teacher Education 27:3, pages 496-504.
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Liliana Mâţă. (2011) Experimental Research Regarding the Development of Methodological Competences in Beginning Teachers. Procedia - Social and Behavioral Sciences 29, pages 1895-1904.
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Nicola J Spalding. (2009) Improving practice through involvement in action research. International Journal of Therapy and Rehabilitation 16:3, pages 130-138.
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Philip M. Keys. (2006) A knowledge filter model for observing and facilitating change in teachers’ beliefs. Journal of Educational Change 8:1, pages 41-60.
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Kari Smith. (2005) Teacher educators’ expertise: what do novice teachers and teacher educators say?. Teaching and Teacher Education 21:2, pages 177-192.
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Melba Libia Cárdenas Beltrán. (2004) English teacher research in a continuing education program. Íkala, Revista de Lenguaje y Cultura 9:1, pages 105-138.
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