Linking theories and actions-in-practice: infusing N=1 action research projects into educational psychology courses

Noriyuki Inoue*

*この研究の対応する著者

研究成果: Article査読

抄録

This article discusses a study that examined how pre-service teachers could link academic theories and their teaching in graduate educational psychology courses. A mini-action research project to tutor individual students in the form of ‘N = 1 Action Research’ (NAR) was assigned in psychological foundation courses required in masters-level teacher education programs. The content analysis of 61 NAR papers found that some of them merely cited psychological theories without linking them to their teaching or were rigidly confined by their scope of the theories. Others flexibly made use of psychological theories to make sense of the varying needs of their students and engaged in critical inquiries into how academic theories could be further developed to encompass the complex needs of their students. This study suggests the need to look into pre-service teachers’ relationships to academic theories and help them engage in reflective inquiries into their personal theories and assumptions on teaching.

本文言語English
ページ(範囲)397-410
ページ数14
ジャーナルTeacher Development
26
3
DOI
出版ステータスPublished - 2022

ASJC Scopus subject areas

  • 教育

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