Toward a theory of action for practitioner inquiry as professional development in preservice teacher education

被引：17
作者：
Rutten, Logan [1 ]
机构：
[1] Penn State Univ, Dept Curriculum & Instruct, 147 Chambers Bldg, University Pk, PA 16802 USA
来源：
TEACHING AND TEACHER EDUCATION | 2021年 / 97卷
关键词：
Action research; Practitioner inquiry; Preservice teacher education; Preservice teachers; Professional development; Teacher education; NOVICE TEACHERS; RESEARCHERS; SCIENCE; KNOWLEDGE; PARTNERS; THINKING; IMPACT;
D O I：
10.1016/j.tate.2020.103194
中图分类号：
G40 [教育学];
学科分类号：
040101 ; 120403 ;
摘要：
This article reviews 35 empirical studies of practitioner inquiry as professional development (PD) in preservice teacher education. Process orientation, collaboration, reflection, dedicated time, and skilled facilitation were identified as core features of practitioner inquiry. Reported outcomes for preservice teachers included implementation of new instructional strategies, assessments, and technologies. These findings were integrated with an existing framework to develop an emerging PD theory of action. The review consolidates practitioner inquiry's characteristics, contributing a generative framework to inform future research and facilitation of practitioner inquiry. It observes a need for research documenting practitioner inquiry's impacts through novel methods and theoretical frameworks. (C) 2020 Elsevier Ltd. All rights reserved.
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页数：14
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