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Literature-informed, one-turn action research: three cases and a commentary

Cain, Tim, Holmes, Melanie, Larrett, Alison and Mattock, Joanna (2007) Literature-informed, one-turn action research: three cases and a commentary British Educational Research Journal, 33, (1), pp. 91-106. (doi:10.1080/01411920601104532).

Record type: Article

Abstract

Although action research is a common feature of courses of initial teacher training, the evidence as to its efficacy, in encouraging reflection among trainees, is mixed. This article discusses cases of action research assignments carried out by three trainees into their own practice in relation to a) behaviour management, b) monitoring and assessing, and c) pupil-centred education. The assignments are analysed using Bloom’s (1964) typology of thinking skills, Handal & Lauvas’ (1987) model of reflective practice, and typologies of action research by Noffke (1997) and Rearick & Feldman (1999). They are positioned as cases of ‘literature-informed, one-turn’ action research; a concept which is discussed in relation to other concepts of action research.

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Submitted date: 15 October 2004
Published date: 2007
Keywords: action research, initial teacher education

Identifiers

Local EPrints ID: 43192
URI: http://eprints.soton.ac.uk/id/eprint/43192
ISSN: 0141-1926
PURE UUID: d136705b-d594-46cc-add1-8c90fae527cc

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Date deposited: 17 Jan 2007
Last modified: 17 Jul 2017 15:19

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Contributors

Author: Tim Cain
Author: Melanie Holmes
Author: Alison Larrett
Author: Joanna Mattock

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